Country information for Hungary - Assessment within inclusive education systems
Special needs education shall be provided in line with the pedagogical assistance service committee of experts’ opinion. The members of the committees are psychologists, special educators and medical doctors. They draw up an expert opinion on the child. Based on this opinion, they make a proposal for the institution providing kindergarten education or school education, as well as for the specific requirements for education and teaching of the child or learner. The committee of experts may make a proposal not only for the child’s admission to special classes, but also for their transfer from a special class to a mainstream school.
The Act on Public Education serves for the education of children and learners with special educational needs (SEN) by providing additional services and indicating provisions for positive discrimination.
Schools educating learners with disabilities can allow a learner more than one academic year for learning the curriculum of a grade in their local curricula.
When calculating the number of inclusive classes and inclusive groups, one learner with disabilities is regarded as two or three people, depending on the type of disability. This rule guarantees lower class numbers in inclusive education. In grade 1, for instance, the maximum number of learners is 27 under Act CXC of 2011 on National Public Education. If, for instance, in grade 1 of a basic school providing inclusive education there are three deaf children, the maximum number of learners is 21 (because the three deaf children ‘occupy’ nine places). The maximum number of separate classes organised for them may be between 5 and 13. This binding rule applies to all fields of kindergarten and school education.
Irrespective of whether education and teaching are carried out separately or together with non-disabled learners, institutions participating in education and teaching for children with SEN (disabilities) provide a compulsory healthcare and pedagogical habilitation and rehabilitation timeframe. The rehabilitation timeframe depends on the type of disability. The individual grades and classes may rearrange the timeframe during the academic year between school weeks.
The head teacher may exempt a learner with SEN from evaluation and assessment in certain subjects or parts of subjects based on the committee of experts’ proposal. In cases of exemptions, the development and catching-up of the learner concerned shall be organised as individual activities based on an individual development plan. For the basic education examination and secondary school-leaving examination, learners may choose – in compliance with the examination regulations – other subjects instead of the subjects concerned.
During examinations, learners with SEN are allowed more time for preparation. Aids used during school studies (typewriter, computer, etc.) are allowed or, if necessary, written examinations may be replaced by oral ones or vice versa.
Last updated 05/04/2018