: Mapping Disability Content in the Hungarian National Core Curriculum

Creating and introducing syllabi in formal schools to educate young people into an entire and unprejudiced understanding of the real world of people with disabilities is an important task of the inclusive educational studies. Preamble these syllabi into formal education strongly depends on the curriculum factors. The research aimed at identifying and critically analysing the presence of disability as curriculum content in the Hungarian National Core Curriculum (HNCC) using content analysis. The content analysis was based on the location, frequency, and semantic context of the keywords connected to the explicit description of disability and the implicit content (related to disability). Findings revealed that disability as curriculum content is presented in HNCC, but it appears in different proportions in curricular areas and education levels. Acceptance, respect for human rights and the development of helping behaviour for people with disabilities are important educational goals in HNCC. These educational goals are included in a number of cultural areas of the curriculum. The results of examining Nat’s disability-related curriculum content suggest that the curriculum would require a clearer and more pronounced disability-related curriculum content in the fields of educational areas and agestages as well.

Keywords: disability-related curriculum content., disability concept, Hungary, National Core Curriculum

Year: 2018
Issue: 4
Page: 68-82
Dec 2018
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