Special education teacher training at an American university

Abstract

The study compares the special education teacher training programmes of a Hungarian and an American university in terms of structure and content. It presents the system of disability categories, training requirements and methodological emphases, highlighting the role of competence-based assessment and soft skills. The proposed competency matrix and portfolio system could result in more transparent training, stronger self-reflection and international professional compatibility.
Keywords: special education teacher training, international comparison, specialisations