Problems of Teaching History to Students with Learning Disabilities
Problems of Teaching History to Students with Learning Disabilities

Summary/Abstract: In the Hungarian public education system, the teaching of history appears among the subjects of the upper grades of primary school (National Core Curriculum, 2020), and therefore it is also included among the instructional expectations for students with learning disabilities with special educational needs. However, the teaching of history to students with learning disabilities is hindered and influenced by numerous factors, which require the application of differentiated knowledge and methods on the part of history teachers and/or special education teachers responsible for teaching history. The aim of this study is to present the main factors that impede and influence the learning of history among students with learning disabilities. In addition, a questionnaire survey conducted among teachers who teach history (n = 80) is presented, in which we analysed teachers’ opinions regarding three themes about teaching history from the aspect of students with learning disabilities: 1. Understanding of curriculum content, 2. Usefulness of curriculum content, and 3. Usefulness of learning aids. The data were processed using the SPSS software, applying descriptive statistics and the Chi-square test. The 58,75% of the teachers doubt whether their students with learning disabilities have understood the body of curricular knowledge communicated within history education. Teachers' 92,5% think that students with learning disabilities will not use the content of the subject history in their later lives. There is high (more than 90%) agreement among teachers regarding the usefulness of interactive whiteboards and educational games in the context of teaching history to students with learning disabilities.

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