One of the most specific groups of children with special educational needs consists of those who are severely and multiply disabled. For them, creating an inclusive educational environment is of paramount importance in public education. To support this goal, the Educational District Centre of Veszprém implemented a comprehensive professional development program with co-financing from the European Union. The project aimed to enhance the professional development of institutions providing care for these children, strengthen social acceptance, and support families.
The program was carried out in three institutions of the Educational District Centre of Veszprém, the headquarters of the Veszprém County Pedagogical Service, and ten of its branch institutions. Experts organized more than 160 professional programs, involving not only children but also their parents, teachers, and other professional partners.
The participating institutions developed numerous innovative methods and programs to support children with disabilities. Teachers at Kozmutza School designed new teaching methods that offer engaging learning experiences, helping children with moderate, severe, and multiple disabilities explore their environment. In addition, they organized parent-support programs and roundtable discussions to provide families with diverse and effective support. The Bárczi Unified Special Education Methodological Institution published a series of thematic booklets offering precise guidance to parents and teachers on understanding different types of disabilities and identifying development opportunities. Meanwhile, the Bartos Unified Special Education Methodological Institution introduced animal-assisted therapy sessions, which not only supported students’ development but also helped promote the method more widely. The benefits of canine therapy in education were demonstrated to kindergartens and schools, contributing to the spread of an inclusive pedagogical approach.
The Veszprém County Pedagogical Service also organized various leisure programs, camps, and experience days where children with and without disabilities could participate together. Experts conducted training sessions on learning strategies, behavioral therapy, self-awareness, and communication skills to facilitate the integration of severely and multiply disabled students and the creation of inclusive peer communities. Nearly 500 children took part in these development programs.
The project also supported the professional development of institutional staff. As part of the improvements, institutions received specialized therapeutic and medical equipment, as well as information and communication technology devices.
Although the project has officially concluded, its impact continues to shape the daily lives of children, families, and educators, who can apply the acquired experiences and knowledge in the future. In the long run, the program contributes to improving the quality of care for children with disabilities and fostering a more open and accepting society.
The development was implemented from EU funding in the project EFOP-3.1.6-16-2017-00006 under the Human Resource Development Operational Programme.
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