Vida Gergo
Gergő Vida was born on 17.10.1982 in Pécs. He started his studies at the Batthány Kázmér Primary School in Siklós. He finished his secondary school studies at the Leőwey Klára High School in Pécs in the biology and chemistry specialization. He graduated in 2001.He started his university studies at the Faculty of Biology of the PTE TTK, and from 2003 he continued his studies at the Csokonai Vitéz Mihály Pedagogical College of the University of Kaposvár. During his studies, from 2005 he worked at the Baranya County Pedagogical Service. In 2007 he graduated as a Special needs education teacher - specialising in the pedagogy of the learning disability.In 2007 he was a student of the post-graduate course in Physical Education at the Illyés Gyula College Faculty of PTE in Szekszárd. He obtained his diploma as a certified teacher of physical education in 2009. In 2013 he was a student at the Eszterházy Károly College - Faculty of Teacher Training and Science Technology in Eger. In 2015 he obtained a diploma as a certified teacher of inclusive education.He started his doctoral program in the Doctoral School of Education and Society of the Faculty of Education of the PTE BTK. In 2015 he participated in the teacher's career certification process and successfully passed the "Teacher II." in the field of pedagogical education.In 2016, he started as assistant lecturer at the University of Pécs Faculty of Humanities in the Department of Education and Teaching MethodsOn August 11, 2018, he successful finished his doctoral program at the Doctoral School of Education.In 2019 he successfully defended his doctoral thesis and achieved summa cum laude degree. In the same year, he successfully applied the position of department leader at the University of Pécs Faculty of Humanities Department of Education and Teaching MethodsBetween 2005-2007, he was special needs education assistant and later teacher at the Early Developmental Therapy Centre of the Baranya County Pedagogical Service.He was later travelling special needs teacher in the Szentlőrinc and Szigetvár sub-regions, special needs teacher in the special needs service in Pécs and Szentlőrinc. In the same time he was a specialist teacher for learning assessment and diagnosis in the Baranya County Pedagogical Services in the Committee of Special Need Experts.In 2008 he attended a training course in "Basic Therapy" and is entitled to receive Basic Therapy - group development therapist. He is member of the Hungarian Educational Research Association and the European Educational Research Association (EERA)He is also a member of the Hungarian Pedagogical Society. Hungarian Association of Special Education Teachers (MAGYE), Hungarian Sociological Society. Member of the MTA Public Board and MTA Special Need Education group.Founding member and member of the Shinbukan Japanese Martial Arts and Cultural Foundation until its dissolution. Founding member of the Inazuma Martial Arts and Japanese Traditions Civil Society. 2011 Delegate of the Pécs-Uji Friendship Society in Kyoto. Official instructor of the Hungarian Budo Federation.His research is focused on the integration of students with special needs. He received an award from the Hungarian Association of Educational Researchers in 2016 and in 2022. In the academic year 2019/20, he will be awarded the title of Best Lecturer at the Faculty of Education of the University of Pécs.
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arts education (with weapons) of women and it is part of the Japanese culture
and history (Friday & Seki, 1997). Prior to our research, it was unknown that
naginata education for women had started as an experimental program of one
martial art style between 1837 and 1868. Nowadays, it is a popular sport where
women and men can also compete against each other. Since then many other
elements have been added to this system. Identifying the pop-cultural elements
and stereotypes attached to naginata education was part of our research because
we were looking for answers about how it became the part of patriotic education
and heroic mythology and how it has evolved into a relevant segment of Japanese
female education. Our research started with the analysis of the kinetic system,
which was used in the sword and spear fight curriculum. We were searching
the relevant pedagogical and methodological elements to find out how it could
be possible to keep up this tradition nowadays as well.
Due to the conceptual polymorphism of learning disability, the measurement results cannot be connected to definition. We used qualitative and quantitative research methods in pursuance of our previous research to investigate the procedure of learning disability diagnostics.
Neither the quantitative relevancy investigations nor the grounded theory (Horváth & Mitev) was able to determine the theoretical borders of learning disability. However, it revealed that the process is a fuzzy system. It can confirm our hypothesis that all this has already been verified in the case of speech disorders (Short et. al., 2019). The purpose our presented research is to reveal the relevant background factors, the conceptual hub based on case studies behind the SNE/SEN diagnostic process which is able to be described as a fuzzy system. Our hypothesis is what the relevant factors of SNE (SEN) are/could be. The qualitative comparative analysis based on case studies could be an adequate method to investigate fuzzy systems (Sántha, 2015) Therefore, we examined all text records and test scores of SNE/SEN students, removed the cases which had been initiated and assessed during distance education. Two School Districts have granted access to the files which relate to the 2018-19 school year. We selected 15 case studies according to our premise using layered sampling by random choice. It contains 1127 pages of text, tests, drawings, interviews and anamnesis. Every note of several years was investigated in the assessment of SNE/SEN retrospectively. We were not able to avoid the adequate data reduction (Pribék, 2018) during the analytical process. The relevant factors connected to the repeating pattern of the case studies were identified. Using SPSS software we set up percentiles based on regression-made key factors. Based on the percentiles we calibrated the thresholds of the fsQCA software and created a truth table that provides the four factors of possible events during diagnosis. We presented it in the form of a Karnaugh-map too (Rushdi & Badawi, 2017). Our results provide the necessary and sufficient diagnostic criteria for learning disability, which can be traced back to the INUS causality (Mrázik, 2016).
The steps of the fsQCA (Papas & Woodside, 2021) include elements of both a quantitative and a qualitative strategy. SNI diagnosis involves both interviews and quantified tests. The methodology of fsQCA is therefore also arguable as it is aligned with this. Identifying the necessary and sufficient conditions could be a new result and could make it possible to build a new diagnostic system. The discussion of fsQCA can be approached from the focus of mixed paradigms too.
Our question is what could be the sufficient and what could be the necessary condition behind the established diagnosis, even from the focus of the INUS causality (Mrázik, 2016).
At first, we built up a data base with more thousand elements to make a research adapting quantitative strategy to identify the relevant factors (Vida, 2022) but the used methodology needed expansion (to find an adequate answer). After this the Grounded Theory seemed for a reasonable method to research the experts opinions. The handling of the learning disability identification diagnostic like a case study has become for an adequate approach.
The qualitative comparative analysis based on case study may could be able to reveal how the system is working and their terms and conditions. Based on our previous research we are able to identify the diagnogstic process as a fuzzy system. In the case of language disorders, the international discourse has already confirmed this. We examined all the textual records of the SEN pupils' tests. It was a condition to connect the research to the 2018/19 schoolyear.
We received research permits from two county school districts. We were choosing the relevant texts by using staggered sampling in the archive. If the investigated children had other problems in addition to learning disabilities, we filtered out and the period of distance education was also not researched.
After this we used randomized sampling. In this way we examined 270 pages of text which is including 15 persons whole diagnostic files and it is consisting some handwritten notes, students' work and test results.
The identified variables related to the case study were narrowed down to key influencing factors by regression. The percentiles were created using SPSS software. This made it able to use qualitative comparative analysis (QCA)
The percentiles were used to calibrate the thresholds of the fsQCA software. The truth table was then grouped around four factors of possible events and visualised as a Karnaugh map (Rushdi and Badawi, 2017).
This can also be interpreted as a continuous reduction of data (Pribék, 2018) which can be lead back the apparently unconnected system parts back to the INUS causality. In this way the real criteria and mechanisms for the identification of learning disability have been identified, which raises the possibility of developing a new assessment protocol and application system for practice.
arts education (with weapons) of women and it is part of the Japanese culture
and history (Friday & Seki, 1997). Prior to our research, it was unknown that
naginata education for women had started as an experimental program of one
martial art style between 1837 and 1868. Nowadays, it is a popular sport where
women and men can also compete against each other. Since then many other
elements have been added to this system. Identifying the pop-cultural elements
and stereotypes attached to naginata education was part of our research because
we were looking for answers about how it became the part of patriotic education
and heroic mythology and how it has evolved into a relevant segment of Japanese
female education. Our research started with the analysis of the kinetic system,
which was used in the sword and spear fight curriculum. We were searching
the relevant pedagogical and methodological elements to find out how it could
be possible to keep up this tradition nowadays as well.
Due to the conceptual polymorphism of learning disability, the measurement results cannot be connected to definition. We used qualitative and quantitative research methods in pursuance of our previous research to investigate the procedure of learning disability diagnostics.
Neither the quantitative relevancy investigations nor the grounded theory (Horváth & Mitev) was able to determine the theoretical borders of learning disability. However, it revealed that the process is a fuzzy system. It can confirm our hypothesis that all this has already been verified in the case of speech disorders (Short et. al., 2019). The purpose our presented research is to reveal the relevant background factors, the conceptual hub based on case studies behind the SNE/SEN diagnostic process which is able to be described as a fuzzy system. Our hypothesis is what the relevant factors of SNE (SEN) are/could be. The qualitative comparative analysis based on case studies could be an adequate method to investigate fuzzy systems (Sántha, 2015) Therefore, we examined all text records and test scores of SNE/SEN students, removed the cases which had been initiated and assessed during distance education. Two School Districts have granted access to the files which relate to the 2018-19 school year. We selected 15 case studies according to our premise using layered sampling by random choice. It contains 1127 pages of text, tests, drawings, interviews and anamnesis. Every note of several years was investigated in the assessment of SNE/SEN retrospectively. We were not able to avoid the adequate data reduction (Pribék, 2018) during the analytical process. The relevant factors connected to the repeating pattern of the case studies were identified. Using SPSS software we set up percentiles based on regression-made key factors. Based on the percentiles we calibrated the thresholds of the fsQCA software and created a truth table that provides the four factors of possible events during diagnosis. We presented it in the form of a Karnaugh-map too (Rushdi & Badawi, 2017). Our results provide the necessary and sufficient diagnostic criteria for learning disability, which can be traced back to the INUS causality (Mrázik, 2016).
The steps of the fsQCA (Papas & Woodside, 2021) include elements of both a quantitative and a qualitative strategy. SNI diagnosis involves both interviews and quantified tests. The methodology of fsQCA is therefore also arguable as it is aligned with this. Identifying the necessary and sufficient conditions could be a new result and could make it possible to build a new diagnostic system. The discussion of fsQCA can be approached from the focus of mixed paradigms too.
Our question is what could be the sufficient and what could be the necessary condition behind the established diagnosis, even from the focus of the INUS causality (Mrázik, 2016).
At first, we built up a data base with more thousand elements to make a research adapting quantitative strategy to identify the relevant factors (Vida, 2022) but the used methodology needed expansion (to find an adequate answer). After this the Grounded Theory seemed for a reasonable method to research the experts opinions. The handling of the learning disability identification diagnostic like a case study has become for an adequate approach.
The qualitative comparative analysis based on case study may could be able to reveal how the system is working and their terms and conditions. Based on our previous research we are able to identify the diagnogstic process as a fuzzy system. In the case of language disorders, the international discourse has already confirmed this. We examined all the textual records of the SEN pupils' tests. It was a condition to connect the research to the 2018/19 schoolyear.
We received research permits from two county school districts. We were choosing the relevant texts by using staggered sampling in the archive. If the investigated children had other problems in addition to learning disabilities, we filtered out and the period of distance education was also not researched.
After this we used randomized sampling. In this way we examined 270 pages of text which is including 15 persons whole diagnostic files and it is consisting some handwritten notes, students' work and test results.
The identified variables related to the case study were narrowed down to key influencing factors by regression. The percentiles were created using SPSS software. This made it able to use qualitative comparative analysis (QCA)
The percentiles were used to calibrate the thresholds of the fsQCA software. The truth table was then grouped around four factors of possible events and visualised as a Karnaugh map (Rushdi and Badawi, 2017).
This can also be interpreted as a continuous reduction of data (Pribék, 2018) which can be lead back the apparently unconnected system parts back to the INUS causality. In this way the real criteria and mechanisms for the identification of learning disability have been identified, which raises the possibility of developing a new assessment protocol and application system for practice.
oktatást, hiszen egy ezzel ellentétes oktatási rendszer szelektál, mely leszakadáshoz
vezet. Nemzetközi kitekintés alapján van példa arra, hogy adott képességvizsgálatok eredménye
alapján szegregáltan oktatnak-nevelnek gyerekeket, akár a tanulási zavarral küzdőket is.
Hazánkban nem egyértelmű ennek jogi háttere, ugyanis az enyhe értelmi fogyatékosok, más
fogyatékossággal küzdő vagy akár adott képesség defi cittel rendelkező tanulók elkülönített
oktatására van példa, de önmagában az elkülönítést – képesség alapú szegregációt törvény
tiltja. Igaz, hogy a törvény nem tiltja a szeparációt az értelmi fogyatékosok esetében, ha „külön
e célra létrehozott gyógypedagógiai nevelési-oktatási intézményben, óvodai csoportban,
iskolai osztályban történik” az oktatásuk, nevelésük. A hazai integráció hatékonysága sok
kérdést vet fel. A sajátos nevelési igényű tanulók ellátása plusz kompetenciát, eszközt és
felkészültséget igényel, melyek többletköltségként is megfogalmazhatók. Szegregációhoz vezethet,
ha ezen többlet költségeket igénylő tanulókat nem kellően konzekvens szabályozás
esetén ki lehet zárni a befogadásból. A költségvetési törvény 2016-os változtatása a nem állami
fenntartású iskolákat hátrányosan érinti ugyanis a módosítások alapján hátrány éri
őket a többlet forrásokhoz való hozzáférést illetően. Nagyobb részt kell vállalniuk a sajátos
nevelési igényű gyermekek integrált oktatása esetén felmerülő lehetséges többletköltségekből,
mint állami fenntartású társaiknak. Tanulmányunkban a sajátos nevelési igényű gyermekek
iskolaváltásáról elérhető statisztika alapján, arra kerestük a választ, hogy a szegregációval
szemben megengedő jogszabályi környezet, illetve a fi nanszírozás feltételei nem vezetnek-e
szegregációs tendenciákhoz a különböző fenntartású intézmények között.
korábbra kell visszatekinteni, ha a gyökereket keressük.
Europe
Abstract
Hungarian Law LXXIX of year 1993 about public education is, in many ways,
considered to be up to date, however, it has defined the interpretability and compatibility of
the Hungarian system for many years within the OECD, despite opening a new era, since the
categories regarding to learning disorders described in the law mentioned above have been
difficult to be adapted outside our homeland. Based on data from 2002, 2-2.5% of children in
the European Union have been considered as disabled, however, the data from Hungary
showed that this rate was 5,3% here, which is a significant difference. The PISA surveys, and
the domestic experience have not verified this hypothesis, so finding the factors affecting these
results to such an instinct is reasonable. It is, however, even more important that the factors
listed above have fundamentally determined the domestic evolution of special education
approach, and, as a result, the professional protocol. This does not only lead to a different
range of interpretation of the word ‘disabled’, but its fundamental effects can still be felt in
the structure of the system. An example might be the procedure according to which a child, a
student enters the special education care system. Determining or sequencing the diagnosis
and provided care progresses in logic opposing that in particular OECD countries. We can
conclude that not compatibility is the biggest issue, but the many questions, answering which
is not necessarily the purpose, however, it might induce an interesting reasoning. The
domestic system is not necessarily bad, however, the professional and causal backgrounds of
the differences might need an explanation.
Keywords: OECD, PISA, disabled, SNI, diagnosis
Beyond the Additive Approach? (Feminista pedagógia-oktatás a rasszokról és társadalmi
nemről: túl az additív megközelítésen?), a Seth N. Asumah-val együtt szerkesztett Diversity,
Social Justice, and Inclusive Excellence – Transdisciplinary and Global Perspectives című, a State
University of New York Press kiadó gondozásában megjelent, igen frissnek mondható
2014-es kiadvány harmadik fejezete. A következő oldalakon összefoglalt részlet Nagel
Mechtchild professzor asszony nevéhez köthető, aki a fi lozófi a mellett az Afrika kutatás
avatott szakembere is, és mindemellett a „gender” témát is aktívan kutatja. Ennek köszönhető
a fejezet érdekes és különbözőnek mondható szakterületeket összefogó nézőpontja,
mely új következtetések levonásához vezet. A szerző jelenleg a Cortland-i State University
of New York (SUNY) előadója és online folyóiratot is vezet, melynek témája nem meglepő
módon a feminizmus, az amerikai jogrendszer és büntetés-végrehajtás etnikai-kulturális
kisebbségekre vonatkozó kérdései és természetesen még számos más kapcsolódó terület.
Ez a fejezet meghatározóan fontos kiindulási pontokat nyújthat ahhoz, hogy miként tudjuk
a pedagógiai folyamatok során elkerülni a rasszokkal kapcsolatos és nemi sztereotípiák
önkéntelen erősítését.
The dissertation is based on impact assessment of inclusion of 8-16
year-old students with special educational needs (SEN), especially
those with learning disabilities and mild intellectual disability (MID)
(Lányiné, 2017) and learning and/or attention deficit disorder within the
framework of Hungarian public education system, with application of
quantitative instruments. The assessment has been conducted in the
2015/16 and 2016/17 school years in Baranya county schools on the
aspects of teachers’ attitude and student achievement.
Proposal of the dissertation:
Assessment of inclusion and student achievement, success in Hungary
is unprecedented also in case of students with special educational needs.
International research take the link between inclusive school
environments and students’ success as evidence (Dyson, Farrell, Polat,
Hutcheson and Gallannaugh, 2004). However, inclusive school
environment can only be achieved with inclusive teachers’ attitude. The
database developed during the study and macro-statistical data valid for
the research period demonstrate that exclusion of the examined group
becomes more and more intense every year. This justifies the
examination of effectiveness of SEN integration. During the course of
the effectiveness check, besides assessment of teachers’ attitude and
students’ achievement, analyzation of the legal environment effective
during the research, as well as inclusion indices of the sampled
institutions are also explored to a relevant extent.