Brian Butterworth and Dorian Yeo: Dyscalculie Guidance (Mrs. Farkasné Gönczi, Terézia)
Migrant exhibition (Mrs. Nagyné dr. Réz, Ilona)
New home of logopedy (Marton, Ildikó)
Commemoration of Viktor Göllesz (Mrs. Gereben Ferencné dr.)
Révay, György 1926–2009 (Mrs. Mezeiné dr. Isépy, Mária)
Dr. Méhes, József 1920–2009 (Mrs. Gereben Ferencné dr.) Subosits, István 1929–2009 (Lõrik, József)
NEWS FROM THE LIFE OF MAGYE
37th National Symposium, Mosonmagyaróvár, 25-27 July, 2009. “Special Needs until Employment“
Implicit processes in children with attention deficit hyperactivity disorder and reading disabilities
The implicit processes – by their nature being unconscious – play an important role in different cognitive processes, particularly in language acquisition and in the process of selecting adequate strategies during problem solving.
Many developmental disorders are characterized by the impairments of procedural memory related functions and by the abnormalities of the brain structures which maintain this system. These developmental disorders are: dyslexia, attention-deficit hyperactivity disorder and autism spectrum disorder.
The aim of this study was to summarize the results of researches which reveal the implicit/explicit processes in attention-deficit hyperactivity disorder as well in reading disabilities.
Role of diagnosys in resultful development
The understanding of the human behaviour requires multilevel, systematic and structured knowledge and experience. Its complexity and multidisciplinarity are especially highlighted in the case of children and adults with irregular development.
Diagnosys and diagnostic asessments in education are becoming more and more important with the growing number of inclusive schools. Practising teachers share the experience that there are students with irregular achievement in every learning group – in both positive and negative ways. In order to meet their individual needs, it is essential that educators obtain a wider view on how to define their differently developed students’ needs (to rely on solid fundation in their assistance).
The aim of my study is to offer an inspection into the structure of the Hungarian complex special education diagnosys, into the scenes of the diagnosys of SEN (educational services) and with these means I could offer points of reference for educators in the deeper undrstanding and better assistance of these children.
Keywords: complex, special educational psychodiagnosys, SEN, needs based and procedural diagnosys
Reading disabilities in Braille
According to international researches has an assumption that the background of reading awareness of blind children in Braille consists of complex cognitive factors (orientation problem, problem of phonological consciousness, tactile problem, reading comprehension problem). Letter recognition in Braille is affected by phonological consciousness and orientation recognition which define the correctness of letter recognition and reading comprehension.
In this research (blind children n=13, children with sight control n=13) we the misses of the Hungarian Braille characters is analyzed in the dimensions of phonological consciousness, working memory and orientation recognition. According to the research in case of Braille reading problem have to consider the failure’s type of the missed Braille character. The reading problem in Braille relates with phoneme and phonological problems additionally the disintegration of tactile pattern which relate to working memory and orientation problem.
Keywords: Braille, reading awareness, tactility, phonological conscious, working memory, orientation problem
Learning success and math competence
Math competence constructs a part of cognitive competences and consists of general components necessary for many learning acts (spacial orientation, comprehension, attention, memory, etc.) along with specific math units (counting, calculation, estimation, etc.).
Activities aiming at the complex development of learning abilities are essential in math classes, in other subjects and also in extracurricular programs.
The aim of the competence-based math education – among others – is providing a practical knowledge applicable in real-life situations along with the sustenance of the thirst of knowledge, whose realisation is not new for an empathic teacher who employs adequate methods, techniques and classroom activities. Developing abilities embedded in information, multi-modal reinforcement, concept formation through activities, error analysis, reduction of inter-individual differences and talent support are emphasized in competence-based math education.
Teachers need to cooperate with the children’s parents, other teachers involved in the children’s education and professionals in order to reach their goals.
One of our major tasks is to assist children with weaker math abilities or dyscalculic (SEN) students with our remedial education in their integration to the closer and wider community.
Keywords: math competence, error analysis, developing abilities, abstraction path
Teaching English with equal opportunity - or the education of dyslexic children with methods of speech therapy
The education of dyslexic children, except in severe cases, has been always in an integrated program. The majority of teachers also understand the importance of teaching these children. The improvement of these part-abilities should become our day to day task, so that the specific methods of therapy can be built on an appropriate and solid base. This is how we can facilitate the success of development and the realization of the equal opportunity. During teaching foreign languages we can include several exersices, which also appear in the conventional speech therapy protocol. As an English language teacher and a speech therapist I introduce specific excercises that can be suitable for teaching children with dyslexia and for creating equal opportunities.
Keywords: dyslexia, part-ability disorder, primary school children learning languages, English, practising on English lesson