InvitationWelcome every Visitor to the institution with nationwide schooling for the Education of children with hearing impairments.Teaching of children with hard - of- hearing was separated from teaching the deaf in1925. The same year the school for hard –of- hearing children was opened.The school was named after Dr. Török Béla, researcher professor, ear specialist, whose merit was the opening of the school.The present school building was built according to plns of architect Lajos Zalavary with Ybl-award in the greenbelt of Zuglo district, Budapest, 1965.There is a wide, open area, where we can provide a friendly enviroment for our students.

We could speak a lot about the professional methodical changes and the development.How did the mother-school develop into a multifunctional integrated institute?An enormously great amount of professional ambition and human efforts helped it!We can say that we obtain the knowledge skills and preparedness that enable us to give the special care for the hearing impared children, speech retardation and additional disabilities.

The institution receives children from all regions of the country with the recomendation of the National Comittee of Hearing Experts and of the National Comittee of Speech Experts.We have a few children from abroad too.

To improve our professional conditions, we are writing applications, we are making new partnerships to resolve the diffi culties and to validate the special knowledge with wich we can serve both hearing impared children and their parents.

Our aim is the earliest possible integration of these children.Our main task is to develop the seriously demaged and retarded speech skill, and to work out the proper level of mother tangue.

This publication is compiled to show special professional activities. You can take a look into the life of our kindergarten, primary school, special vocational school, the methodical centre, the dormitory and the development school groups.You can also be informated of special services, such as:

- audiological, medical care - psychological care - language therapies - moving therapies

We hope you will have confi dence to visit us, which will be repaid with high standard work and much love from our side.

Virág Sipos Szőllősiné

Director

In our kindergarten children from the age of 3 with different levels of hearing impairment are welcome.Nowdays, we expect children with retarded speech skills, too.These children are able to differentiate the human voice and the voices of their surrounding at a limited measure. That is why it is extremly important for them to get the special hearing aid or cochlear implant as early as possible.The main targets of the development are:- to start the speech- to develop hearing skills- to develop understanding the speech- to develop vocabulary- to develop different skills and the personality- prevention and therapy of the learning disabilities- preparation of integrationour programme called „ I say – I hear” helps to create the healthy personality. Individuel therapies (language, motion, psychological) make sure that each child is given the development according to/his special needs.

Our kindergarten in the Rákospatak street

Healthcare – hearing care

Our doctors and nurses take a continuous care of the children in our institute.These kind of doctors are: Peadiatrician Earspecialist Eyespecialist

The audiologist treats and looks after children’s ears, hearing aids,sevices and measures hearinglevels. She helps recognise hearing disorders at an early age, and helps with familycare and aftercare.The staff of the institution can refer to the fi rmdoctor.

Primary School in the Rákospatak street

In our school that kind of hearing-impaired children are taught, whose majority are able to fulfi l the aim- and tasksystem of the primary schools through special surdopedagogical methods, individual help and development. Thus our students use the same textbooks and they have to acquire the same syllabus as the students who are not hearing-impaired. From this fact derives that there is a relatively smooth interoperability between our primary school and the majority primary schools in any class. Our defi nite aim is to provide our students by the end of the 8. class with that kind of factual knowledge, communication skills, appropriate self-knowledge and confi dence with the help of which they can successfully continue their education in the majority secondary schools.

In every group of the junior classes the surdoteacher’s work is helped by an assistant for the handicapped. In class 1/1. the skills needed for the acquisition of reading, writing, counting are developed in a playful way. The remedial teachers teaching in these classes take the different demands of the children into account, they put the results of the latest researches into practice and they are in close cooperation with the colleagues working in the fi eld of individual vernacular education, dysphasia-correction and initial therapy.In the junior classes the comprehensive school model ensures the interoperability for the talented and the not particularly talented students. The development of communication (vocabulary expansion, development of reading comprehension) are of great importance in every subject. In our school the subjects Hungarian language and Hungarian literature are taught in a higher number of lessons a week than usual. Our students can start learning English, informatics and taking part in drama-dance lessons in the fourth class. Our school’s subject the so-called Integrational practice accredited as an innovation prepares our students from the kindergarten for the integration into society.

The special subjects in the lower school are also taught through special methods. Beside the acquisition of the syllabus the most important principle is the development of the vernacular skills in every subject.

The subjects Hungarian language and literature and mathematics are taught in all of the four classes in the scope of a so-called „mirror-timetable” in order to differentiate effectively in accordance with the abilities. The most important principle is the cultivation of talents in the stronger group, while in the weaker group we put emphasis on fi lling the gaps and the requirements set for the individual. Naturally there is an interoperability between the two groups. Our students are taught in small groups (5 in the junior classes, 7 in the lower school), and this makes paying attention to the individual possible. Thanks to this, our teachers become aware of the possible learning disorders (dysphasia, dyslexia, dyscalculia etc.) in time, and following an examination by the National Expert and Rehabilitational Committee for Hearing Tests, these children are given special development. If necessary, they progress according to an individual development plan. All of the colleagues in our school have set themselves the task to give our hearing-impaired children the opportunity to learn in a colourful, child-friendly, on the other hand requirements-creating school, which prepares them for a successful integration into society.

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Our dormitory provides homely surroundings for hearing impaired children from the country and beyond our borders from nursery age to the end of school age.There is a youth hostel for the secondary school students.The afternoon learning and spare time activities are directed by special teachers, educators and masters in charge.Apart from various programs it is pretty important to improve our students’ mother tongue, their social and way of life competence, as well as their education. Realizing all the above aims there are good possibilities of natural situations, the internal dormitory life as well as the regular meetings with the normal society.We have study circles too, such as craftsman, bijou making, photo, gardening and cooking groups.The students do various sports at the dormitory, which help them to develop a healthy way of life. They continuously take part in home- and nationwide competitions. We also have sportsmen who do sports in the Sport club of the Deaf.Their favorite sports are football, water polo, athletics, table-tennis, volley-ball, swimming, and archery.Medical attendance is provided for them too. There is a well-equipped surgery as well as rooms for the sick. There is a pediatrician, an oculist, an ear- specialist, an audiologist and qualifi ed nurses to look after the children. The furnishings are modern and our residents are in nice surroundings. Our teaching staff works a lot so the atmosphere is cheerful and friendly and they provide emotional security for the students to help the development of their personality.

Our dormitory in the Rákospatak street

Special moving therapiesPreliminary ( basic) TherapyIn our school there has been possibility for kindergarten and preschool children to take part in preliminary Therapy for several years.This is an intensive phisical activity programme, that helps to develop the children’s neurosystem throught phisical moving. The result is in improvement of phisical fi tness, attention, memory, skills of direction on the body, in time and space.Thus learning skills of speech, reading and writing may become easier.The sessions are controlled by surdospecialist, speechtherapist and motiontherapist, in fi ve lessons a week.The max. number of the group is fi ve children.The selection of the children is during phisical education class.We watch phisical activities at the age of the infants and young children, the fl exibility, fi ne motorcoordination,taskconsciousness. We select the children to take part int he therapy according to the observation of the above.The lessons are held in a specially equipped room,in special form with a lot of game.

The adapted physical education The adapted physical education in the school gives a possibility to increase the health of the organ of locomotion and internat medicine handicapped children and to repaire the deformed body of them. Making better the capacitty of the the heart and the circulation organs of them the student can work more succesful in the school and in the real life also.

Spetial motor skills therapy for hearing impared children After 30 years practical and theoretical research in our kindergarten and school we have developed a special motor skills therapy and an assessment approach for 4-8 years old children with learning disorder. The therapy can develop and improve the skills required for reading, writing, and computation such as basic and fi ne motor skills, body scheme, laterality, motor cross-modality, spatial perception relative to body, attention, memory, verbal and non-verbal communication. The therapy can be applied for individual, small-group courses, physical exercises, training for hearing-rhythm, folklore and grammar lessons. The therapy consists of 8 modules and it is scheduled for one teaching year. The duration of each module assumes one month. The diffi culty level of each module’s material can be determined via our pre-assessment. As a result, it is possible to differentiate within a group for beginner, intermediate, and advanced levels.

In the recent years the role of the Schools for deaf children have changed, because nowadays one of their most important functions is to improve the integration of hearing impaired children.The hearing impairment of the supported children varies from mild to profound hearing loss. We do the therapy for more and more cochlea implanted children, including fi tting and programming of the CI-s, with the help of our speech therapists with appropriate education.

Travelling teachers in the public schools

Our traveling teachers are helping the integration of our students in their normal classes in the whole territory of Budapest. This process begins already in the early ages and continues till the end of the secondary school.For the success of the integration the travelling teachers visit the integrating schools regularly, consult with the teachers continuously and give them advice and help. We organize trainings on a regular basis and provide opportunity for them to watch our lessons with the hearing impaired children.Hearing impaired children are receiving individual development on a weekly basis by our traveling speech therapists according to their personalized development plans. Besides supporting their achieving good learning results we also aim to integrate them into the class and we represent their interests in the selected school.Our important task is to have good relationship with the families, by organizing parents’ clubs where parents can get support for home training, problemsolving or get information about newest hearing aids.

PEDAGOGICAL INSTITUTE – SUPPORTING INTEGRATED EDUCATION

Cooperation

Common target of integrating school, parents and network of traveling teachers is to avoid negative experience for the children in the school. Together we have to secure the best education for the children that fi ts their individual needs and specialities, and fi nally enables them to successfully intagrate into society.

Snoezelen or controlled multisensory Enviroment (MSE) is a therapy for people with autism or developmental disabilities. It consists of placing the person in a soothing and stimulating enviroment, the „snoezelen room”. These rooms are specially designed to deliver stimuli to various senses, using lighting effects, colour, sounds, music, scents, etc. The combination of different materials on a wall may be explored using tactile senses, and the fl oor may be adjusted to stimulate the sense of balance.(Wikipedia)

The Snoezelen Therapy makes the participants happy and teaches them at the same time.Develops the hearing, smelling ability, the sense of taste, the sense of feeling, the eye – hand coordination. At the cognition fi eld it helps to recognize the connection betweencause and effect, it also improvescommunication. The results of the therapy: the children are able to relax, their aggressiveness reduces. It has good effect on hyperactive children, hereby they become more imaginative. As the therapist and the children are not in an ordinary situation, their relationship becomes stronger and this positive change inrelationship also cause better outcome of studies.

Inthe Snoezelen Therapy room activities focus on two goals: On one hand they enhancerelaxation, on the other hand they improve the effectiveness of the therapy.

The Snoezelen Therapy

Therapy

In this case the primary goal is developing and activating thepsychological basic functions of the problematic children. By way of the proffered stimuli (the unusual medley of pleasant music and light effects, interesting slides, noises, burrs, fl avours, colours and gentle vibration) children can gain positive experiences; they can learn the technique of relaxation, the therapy may relax their tension. They can learn the technique of intensive sensing; to apprehend, to receive and to use pleasant stimulus. All of these abilities help children indiscovery and development;these improve the quality of their life. It is very effective way to attract the attention of children is the slide show or fi lm using a projector. The wall with different type of fi nishes, thelittle fi sh swimming in the light beam stimulate children to be active. The offer to enjoy an environmentthat is rich in stimuli provides a nonverbal communicating base itself, so it ensures therapy potential on various fi elds. The waterbed and the soft sack fi lled with polystyrene pearlshelp to guarantee the fi rst hand experience of the own body, the tactile and kinetic senses.

Relaxation

The experience by senses helps to abate the complexes and fears but enlarges attendance;it makes them more open to discover the world around them. The snoezelen room is safe; it has warm feeling, harmonious, aesthetic, radiates calmness and effects several senses.

The visual effects based onthe play of lights and colours radiate warm and calm feeling as thecoloured strip lights, sun pillars, coloured disco ball, mirror ball, the humidifi er and fl avourvaporizer. The quiet, relaxing music also helps to reduce stress during the therapy.

Psychological and mental health servicesWe provide psychological and mental health services to all sections and classes of our institution.

Our psycologists have diverse professional background: among them you can fi nd teachers of handicapped children specializing in education of hard of hearing students, clinical psychologists and mental health experts specializing in the care of children and adolescents, Basic Therapy experts; all of them have many years of experience working with hard of hearing children. Their task is to provide for the psychological and mental health support of the child-teacher-parent triad.

The teachers of our intsitution, who rely on their training in mental health issues and in psychopedagogy, continuously contribute to the maintaining of the mental health of our pupils and assure that the mental health approach receives signifi cant emphasis in the life of our institution.

Our activities:- We follow closely the psychological state of the students, we screen endangered and talented pupils and provide for their care.- On the basis of our fi ndings we provide developmental or therapeutic intervention.- If it is warranted, we direct the child to the appropriate professional expert, with whom we establish and maintain contact.- For children and adolescents we hold therapeutic sessions both in individual and group settings.- We organize dramaplaying group courses.- We provide Snoezelen therapy, in the course of which the stimulation of the sensory system and relaxation takes place in a room specifi cally prepared for these purposes.- To meet the challenges that come up in the school setting, we work together with the teachers as a team.- We organize consultations with the purpose of reducing the possible dangers the pupils might face through sex education, drug prevention and safe use of Internet.- We offer family oriented consultations for the parents to discuss various issues related to raising their children.

We are regularly approached in connection with the following questions and problems:

- adjustment diffi culties- crisis situations- performance problems- learning diffi culties- seeking self-assessment- confl ict management- selection of the appropriate institution for the next stage of education- graduation, choosing of the future profession- integration, reintegration- issues related to rearing- diffi culties associated with hearing disability.

Contact:e-mail: pszichologia@nagyothallo.info.hu

PEDAGOGICAL INSTITUTE EARLY INTERVENTION

One of the most important tasks of our establishment is to help children by whom hearing impairment was recognized very early, and also support their families. We aim to start developing these children as early as possible, and to have them use the appropriate hearing aids.The early intervention can take place at home, in the kindergarten or in the beautifully equipped therapy rooms of our institution. The complex individual development focuses on hearing and talking while physical, mental and social training also happens to create the base for a smooth start into a regular daily education system.

Support and help for the family

Parent-child relationship is placed into the focus of early intervention. We help the parents and family to accept the hearing impairment, by our suggestions even with the help of a psychologist if necessary. We can also help them to get the best and most up-to-date hearing aids because we are in continuous contact with audiologies and clinics. Taking part in the individual development the parents can learn how to conduct the therapy at home. We have a large collection of developing toys to be borrowed by the families to make the home speech training easier for them.We organize baby-mom group trainings as well, where parents can actively take part in the development. Besides, these occasions give an opportunity for parents to discuss their experience and share their actual problems with the other families.As a result of the early recognition, early intervention, preparation of families and integrating schools hearing impaired children can successfully integrate into the kindergarten and school community.

Special speech developments

Its purpose:- Development of hearing and understanding of speech of the hearing impaired children- Launching of the speech- Working out the understandable speech with natural rhythm- Formation and automatization of speech voices- Correction of the already existing incorrect voices- Forming of the proper prosodic: the tune, rhythm, accent, tone, etc.- Continuous enlargement of the vocabulary- Interpretation of words, expressions- Proper usage of grammarTherefore, the aim is a complex development of the language which always follows theactual language state of the child.It is important to have a relaxed atmosphere, fl exibility and adaptability, playfulness andhumor.The most important element of the methods is the conversation, a free talk about theexperiences brought by the child, capturing the situations. That results in a natural speechprocess.All of our surdo-pedagogues have logopaedist degree, continuously train themselves, givelectures, and participate on advanced trainings and conferences.Due to the technical developments, we have the opportunity to try out the new tools,methods, take part in international research, scientifi c works, and in „computer aidedmultifunctional hearing and speech development programs”.

Individual mother language development

This is a special individual therapy for every child from the age of 3, with daily frequency or at least 3 times a week.

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Cochlear Implant – rehabilitation and habilitation after the operation for improving hearingC hl l h bili i d h

Special speech developments

This is a special auditive-oral therapy, the aim of which is to integrate children to the mainstream kindergarten and elementary school as soon as possible.Development strategy is based on applying the methods on speech hearing.In an optimal case the place of the development is among the children with normal hearing.With the CI device the child can hear voices in his/her surrounding well. The child must reach from the perception of voices to the understanding of speech. Further aim is the proper, understandable speech production.If there exists any additional disorder (dysphasia, attention disability, skill disorders….or other problems), the process is hampered.The children with these problems stay short or longer time at special elementary schools.The conditions of successful implantation are:- Operation at very early age- Proper selection (medical, pedagogical, psychological, social background)- Preparation and intensive development- Audiological aftercare (measurement, setting, service)Their achievement is mainly infl uenced by their intellect, sensibility and language learning skills.

Disphasy-therapy

We test children with learning disorder and symptoms of language impairment using an in-house assessment approach as well as the Sindelar method, which are based on motor and perception skills, lateralization, the ability to identify sequences, integration of sensory-motor skills, memory, functions of attention, cognitive skills, socialization, and language. In addition to the self-developed special therapy for improving motor skills we apply the Sindelar method (an adapted form thereof.)After 30 years practical and theoretical research in our kindergarten and school we have developed a special motor skills therapy and an assessment approach for 4-8 years old children with learning disorder. The therapy can develop and improve the skills required for reading, writing, and computation such as basic and fi ne motor skills, body scheme, laterality, mo-tor cross-modality, spatial perception relative to body, attention, memory, verbal and non-verbal communication, The therapy can be applied for individual, small-group courses, physical exercises, training for hearing-rhythm, folklore and grammar lessons. The therapy consists of 8 modules and it is scheduled for one teaching year. The duration of each module assumes one month. The diffi culty level of each module’s material can be determined via our pre-assessment. As a result, it is possible to differentiate within a group for beginner, intermediate, and advanced levels.

The duration of the therapy depends on the outcome of annual assessments. For more effi ciency in severe cases, we apply individual therapies, which enable fi ne-tuned collaboration between teachers and assistants, appropriate differentiation, and the development of tailored material.

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Kindergarten and Elementary School on the Szőnyi road

About us:27 years of experience in the development of children with multiple disabilities, including hearing impairment.Our site is located in the suburban area of Zugló, easily accessible both by car or public transport.We develop the children in warm, homely atmosphere.

About our programme:Enrollment is subject to the recommendation of the National Committee of Hearing Examination and Rehabilitation.We focus on the development of the mental capabilities of those hearing impaired children in kindergarten and elementary school age, who in the meantime also suffer from mental and other associated disabilities. We strongly believe, that the special development, if started early, can provide the best results.The fi rst grade takes 2 school years to accomplish and includes differentiated development, which takes into account the special needs of everyindividual child.In the school year of 2010/2011 we launched an education programme for the severely disabled children. We accept in the programme also the non-hearing impaired, but severely disabled, recommended by the Expert Committee of Examination of Learning Capabilities.

What do we offer:Our complex, specialized education programme supports the development of hearing impairedchildren with individual learning pace and capability.In small groups, we apply specialized methodologies taking into account the individual abilities of the children.We handle the children with love and acceptance.In our pre-school courses we handle 3-7 years old children with hearing impairment. Our goal is initiate the delayed speech development and enhance the oral communication.During the elementary school courses we continue the complex development of language skills,abilities, and personality, thus providing a foundation for the processing of the knowledge acquired during later grades.In the school groups we focus on mitigation of the lag in mental, motoric and communicationaldevelopment. We help the children explore the world in small group and during individual sessions.From 2011 we also include dogs in our therapy. For the children from the countryside, we provide accommodation in our hostel (except for the ones in the development school groups).

We provide afternoon sessions, and also possibilities for leisure, cultural and sport activities. For children with cochlear implant surgery we organize hearing and speech rehabilitation sessions. We organize adapted physical education sessions for rehabilitation and motoric development.

About our development school groupsAccording to the Bill of Public Education, 30/A §, after 01.01.2006 the severely disabled children have to be providedaccessto proper public special education. Since autumn of 2010 anappropriate educational form exists also in our institution.We work in groups of 6-7. The work is aligned to the schedule of the school year, although it is not made up of school years, it follows development phases, using our Education Programme for Rehabilitation and our Development Plan.We offer at least 20 hours of development sessions for the children. The groups do not work on a class basis, but more like a daily schedule.The learning characteristics of the children are taken into account during the Programme. We shape the tasks so that they include the things which are close the children. We emphasize „learning during action”, which is based on observation and attempts to imitate.We strengthen each action with complex communication, utilizing both verbal and non-verbal methods. We help the self-expression of the children with individual gestures, systems of pictures, symbols and codes. We proceed in small steps, which are both understandable and executable for the children. We reinforce even the weakest spontaneouslearning attempts with positive affi rmations of material, social or activity nature.

We include several development areas:1. We take advantages of the communication possibilities, whether they are by eye, body, or motion, signals, verbal or any alternative kind.2. We developed motoric skills, by touch, massage, rocking, strengthening tactile stimuli, positioning, fi nding the proper position to carry out the required task, building up the basis for motoric development of the hand, developing the specifi c muscles of the mouth and respiratory system, which are required for communication.3. Interest, discovery, grabbing, perception of the space, all offer possibilities for perception-experience and to explore the world.4. Art activities such as music, drawing, specifi c dance movements are tools for teaching creativity.5. Separation from the mother, exploring the self, experiencing relationships, expressing emotions support emotional and socials education.6. Eating therapy, toilet training, basics of hygiene and clothing ensure the growth of independency and self-service.

Our sessions:- Morning session- Group activities: space experience, tales and puppet-communication, craftsman sessions, music –hearing – rhythm development, lifestyle and cooking, games- Personal motoric development session- Personal special education session.

Újváros parkÚjváros park school, is a special school, part of the Dr. Török Béla Primary and special rocational school. Which is situated in the outskirt of Budapest in XIV. district.

This school is one and only in Hungary specialized in multiple disabled children and young adults. Consist of two parts of school primary and secondary section.

In the primary boarding school (5-8 grades) the student are to be tought.

• Besides the convencional educational activities we organise wide range of special skills development programs.

• The communication technics project given opportunity to achieve the basics of a sign-langu-age for thorse students, who are only able to practise the speaking with hindrance.

• Establishing the subject ICT has great signifi canse, considering that during the education on trades, the usage of information could be relevant. Everyday activity of PE, correction of morning

disorders, which caused by multifactorial damage of the students, improving the power and stamina.

PROFESSION TRAINING IN 9-10 GRADES IS PREPARING THE STUDENTS FOR THE TRADES

„Introduction to realm of the work” Theory and practise – the students are make themselves acquaintance with different workplace environment.

„ Knowledge of trades and practising” gives an opportunity the improve abilites and monitor-ing the individual fi elds of interest. ICT skills are strengthening the current and the missing abilities.

ATTAINING TRADES IN 11-13 GRADES

Our special vocational schools provides training for people in special needs, who wans to achive grades, or for those who are suffering from learning disabilites with differencies in hearing.

The tuition organised by teachers of handicapped children, who are to give individual support and guidance as well.

ATTAINING TRADES ARE

• Weaver• Offi ce assistant• Bicycle repairing • Tiler

Those students who don’t live in Budapest, we can providing dormitory, where study groups could help them in their study in the afternoon.

Our school gives continuous assistence to initiating to work, to the starting independent lifestyle.

There is an opportunity to take part in consultation for those who will be school leavers.

Children learn to play music

The Beethoven program has started from 2002 Windland-Fúvósvilág (Windinstrumentworld) Foundation. Our institute was connected to this program in 2004. This program was created for talented hearing impaired children to play music. During the Beethoven program hearing impaired children can play on the clarinet The children learn to play music not for therapy but to get real ability and possibility of playing music .By the program of the Beethoven the hearing impaired children can reach the world of the music also. They experience the pleasure of the music, and they can get possibility to try themselves and to do creative work. This adventure produces an effect on the personality development of them and on their communication with the external world. The true playing music help them to live a more complete life. This program was planed only for two years, but it was so successful that it has been going continuously from that time.

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