Mészáros, A. – Kas, B.: The role of learning the cognitive functions in diagnostics of language development disorders
Mrs. Herczog Fürst, B.: Temporary segregation for the purpose of motivation? Afterword of an educational experiment that started more than 20 years ago
Szekeres, Á.: Social integration of children with learning difficulties – questions for a reserach under planning
FROM THE WORKSHOP OF PRACTICE
Wisinger, J.: Intellectual disability, contractual capacity, guardianship and special education
REVIEW AND NOVELTY
Marcus Fabius Quintilianus: Rhetoric (ed. by Adamik, T.) – Papp, G.
European philology – the history, present and and future of the European linguistic culture (ed. by Balázs, G. and Dede, É.) – Rosta, K.
Tracy Hogg and Melinda Blau: The secrets of the whisperer I-II.
– Mrs. Meleg Steiner, I.
Responsibility with limits? (film review) – Rosta, K.
(Kálmán, Zs. – Erdélyi, A. – Csányi, Y. – Mrs. Földes, T. – Madarász, É.)
NEWS AND INFORMATION
(Fejes, G.–Pálfi, Z. – Pál-Horváth, R., – Mrs. Nagy Vánkay, K. – Könczei, Gy.–Hernádi, I.–Durmits, I. – Mrs. Szabó, Á. – Rosta, K.)
Dr. Balázs, Boglárka
Dysphonia in Childhood
The feature what makes human beings different from the most intelligent animals is that humans have the ability of communicating their thoughts via speaking. Yet people affected by hoarseness are not able to either learn or work properly.
Hoarseness is a voice disorder, when noise interferes with the clear voice of the vibrating vocal chords. The development of non-harmonic vibration picture has two basic reasons, which are the vibration disorder of the vocal chords and the turbulence of the flowing air. Hoarse voice itself is only a part of a syndrome called dysphonia.
Symptoms of Dysphonia:
• a hoarse voice
• irregular breathing
• neck muscles are tense
• pitch is not normal
• lowered volume
• broken speech pattern
• abrupt initiation
• the patient clears the throat regularly, and feels a lump in the throat
The Treatment of Childhood Dysphonia
The procedure happens preferably in the presence of the parents.
The treatment begins with respiratory exercises, then the setting of the correct pitch follows. After learning air consumption techniques and the ability of correct amplifying the patient will work on tone of speech. Finally, the treatment ends with fixing the correct sound formation technique of speech.
Results of childhood dysphonia treatments can be really good, though sometimes one can expect some remission only. However, conditions of recovery are regular practice and early beginning, that is, early diagnosis.
Mészáros, Andrea – Kas, Bence
The role of learning the cognitive functions in diagnostics of language development disorders
The present review emphasizes the relevance of recognizing non-linguistic cognitive strengths and weaknesses in the diagnostics of developmental language disorders. The definitions and diagnostic criteria of language disorders are discussed, just as the difficulties with applying these criteria to precisely select the affected population. Theories that use domain general or specific cognitive deficits to account for language disorders are described, in line with the possible correspondences between cognitive deficits and symptoms of language performance. In sum, language disorders are interpreted as complex cognitive disorders, in case of which the recognition of cognitive abilities proves to be essential for etiological and interventional issues as well.
Mrs. Herczog Fürst, Beáta
Temporary segregation for the purpose of motivation?
Afterword of an educational experiment that started
more than 20 years ago
(Retrospection to the time when the 1st class of speech therapy class started and introduction to the follow up data available.)
In September 1984 – as an experiment- the first not residential speech therapy class was organised, in the school on Baranyai street 16-18. We assumed that there is no need to modify the curriculum of the regular first class, but with a differentiating educational approach along with intensive peach therapy we can prevent (avoid) learning flops later. Professional leader of the experiment was Ildikó Meixner.
Four-five years ago we looked back to the results of the experiment after 20 years. Our expectation (hypothesis) was that speech therapy class influenced the development and the social inclusion of the participants effectively via the intensive training of their verbal communication skills.
The method of our survey was filling out a questionnaire in written form.
Results drawn by the answers we found out the educational career of the members of this speech therapy class (and could get a picture of a period of their course of life).
Social integration of children with learning difficulties – questions for a reserach under planning
This article is an edited version of a lecture held on the 35th national conference of the Hungarian Association of Special Education (MAGYE). Since the 1970’s, research of optimal social-emotional development under integrated circumstances has been in the limelight. However, results so far do not show a clear picture, as integrated students often have to face rejection. The aim of this research is, on the one hand, to examine the pedagogical possibilities of integrated care of children with moderate mental deficiency, aged 10 to12. On the other hand, it also intends to investigate the state of emotional, social and performance motivated integration of these students in Hungary. As for the research methods, this study uses a questionnaire entitled “Questionnaire for the Dimensions of Integration" (FDI 4-6), developed especially for students with learning disabilities. Secondly, sociometry intends to show children’s status in their classes. Finally, as a complementary source, the research also reflects on questionnaires of the experiences of the teachers and special teachers of these classes.