The countries of comparative study are United Kingdom and Hungary under Russian Communism (Brevetti, 2014). In the United Kingdom is where my career started as I worked for 15 years. I gained extraordinary knowledge and experience related to special educational needs (Florian and Linklater, 2010). After the end of Hungary Russian Communism in 1989, the country went through a dramatic change which naturally affected the education system. I experienced all these development as I was practicing my profession in the foreign country. However, Hungary remains to be my loyal home.
In the UK practicing includes nurseries and kindergarten although it is challenging it is not available to everyone in need of it (Glazzard, 2011). Also, disabled children are either in special institutions or placed at home. Currently, Hungarian education system is inclusive and does not allow any form of discrimination or segregation (Kovacs, 2014). Further, teachers are inexperienced and knowledge of studying inclusive education effectively. There are also negative attitudes towards disabled children. However, both common practices in advocacy organizations where they are putting pressure on the government to change policies to get a better education for people with disabilities (Mengoni and Oates, 2014).
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References
Brevetti, M. (2014) Re-evaluating Narrow Accountability in American Schools: The Need for Collaborative Effort in Improving Teaching Performances. Delta Kappa Gamma Bulletin. 81 (1) pp. 32-35.
Florian, L. & Linklater, H. (2010) Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education . 40 (4) pp. 369–386
Glazzard, J. (2011) Perceptions of the barriers to effective inclusion in one primary school: voices of teachers and teaching assistants. Support For Learning . 26 (2) pp. 56-63.
Kovacs, K. (2014) Integrated Education of Children with Special Educational Needs. Journal of Humanistic & Social Studies. 5 (2) pp. 99-111.
Mengoni, S. & Oates, J. (2014) A tool to record and support the early development of children including those with special educational needs or disabilities. Support For Learning . 29 (4) pp. 339-358.
