Lacking Knowledge in the case of Special Education Policy in Hungary

In an era of post-bureaucratic regulation, transnationalisation and evidence-based policies, the appeal for change in any policy domain is always an appeal for research and expertise (both national and international). Knowledge and cognitive authority legitimize public policies. ―Evidence‖ is often lacking, though. Read more ...


The Role of Local Actors in the Special Education Policy in Hungary

A lack of public debate, lack of listening to the voice of local actors is the most commonly articulated criticism to the events of the PA, most decisions were made top-down, with very little influence by local actors, especially at the beginning of the program. Read more ...


International Influence on the Special Education Policy in Hungary

The most popular international instrument of the Educational field, PISA, did not affect the SEN-field (directly): "In the PISA survey the sample‘s margin of error is 5 % and since the rate of SEN children is usually below 5 %, in most of the countries these children were not included in the analysis. It is especially true for countries where these children go to segregated schools or special classes". But there is a series of SEN-specific international institutions and instruments. The... Read more ...


Knowledge-Policy constellations in the field of Special Education Policy in Hungary

Knowledge-Policy constellations are either distinct technologies of governance, or, more simply, highly observable crystallized forms of regular interaction that lead to the incorporation of specific SEN related knowledges into the public action. Read more ...


Conflicting knowledge forms in the field of Special Education Policy in Hungary

Some of the conflicts are epistemic controversies that occur both within and between disciplines. Read more ...


Actors and forms of knowledge in the special education policy field of Hungary

There are two competing hypotheses about the actors of the public action integrating SEN students. Read more ...


The forms of knowledge dissemination

The dissemination of knowledge can take different forms: launching institutions (the SEMC, the Special Education Methodological Centres) designed for diffusing knowledge and good practices, or fighting bad practices and promoting good practices at the same time (quality assurance through "equality experts" in charge of the LPEEOP); extending state-initiated training programs (targeting both special educators and "regular teachers"), introducing new tests and protocols, as well as new... Read more ...


Researching the Special Education Policy in Hungary

The objective of the public action studied by the Hungarian health team was to reduce the number of students with special educational needs [SEN] and to fight the over representation of ethnic Roma and lower class in segregated educational settings (special schools and classes). Read more ...


Context or comparison?

New ways of governing often entail the development of indicators, benchmarks and other instruments of comparison. These risk failing to take into account the specificities of particular interests, particular situations and particular times with particular groups. How and why has comparison become so powerful? How might we take account of the idiosyncrasies of context?


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