Dear Reader! (Rosta, Katalin – Mezeiné Isépy, Mária)
Kulmann, Lajos – Tróznai, Tibor – Paulik, Edit – Vargáné Molnár Márta: Developing Assessment for Quality of Life of Persons with Disability
Erdélyi, Andrea: Augmentative Communication (AAc), as one of the Youngest Discipline of the Communication Sciences
Bombolya, Mónika: Assessment of Active Vocabulary with School-aged Hearing Impaired Children
Deszpot, Gabriella: Opportunities Given by Art Education for Educational and Social Inclusion of Persons “Differing Specifically"– further thinking of a research
Wagner, Kinga – Bozori, Gabriella: The Hungarian Association of Hypo Therapy is 10 years old
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Gósy, Mária (ed.): Speech Perception and Comprehension Disorders in the Development of Mother Tongue (Bata, Sarolta)
Márkus, Attila: Numbers, Numeration and Counting Disorders (Schuchné Rumpli, Henriette)
Tuning Therapy: Crooning – Remedial Melodies I. Katalin Szvorák’s new disk
Illésfalvi, Béla (Mihalovics, Jenő)
GMP Diagnostics and Therapy of Speech Perception
Further educational courses for teachers in “Kossuth" Club
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Kulmann, Lajos – Tróznai, Tibor – Paulik, Edit – Vargáné Molnár Márta:
Developing Assessment for Quality of Life of Persons with Disability
Background: Interpretation of disability,understanding and support of people with disabilities represent a significant chapter of history of human culture. The International Classification of Functioning, Disability and Health (ICF) is an important yardstick of objective and professional interpretation. Beside scientific efforts of concept development communication with disabled persons and evaluation of data and opinion obtained from them is equally important.
Goals: In present phase of the international study based on cooperation of 18 countries three pilot measures – assessing the quality of life, the quality of care, and the attitudes toward disability – have been applied aiming at development of the field trial versions.
Study sample and methods: 50 intellectually and 50 physically disabled adult persons participated in the study, 48 men and 52 women. Out of those 83 persons regarded themselves as disabled, 11 not, six persons did not express their views. The average age was 40.9 years. The set of measures was used in face to face interviews with participants. Beside statistical analysis of quantitative data also observations of participants concerning the study have been evaluated.
Results: Participants cooperated in the interviews but some felt those tiresome. Average duration of the interviews was 76 minutes. More participants found the items relevant compared to those of the opposite opinion. The measure of attitudes towards disabilities was best accepted, while most of the problems and remarks were caused by the measure of quality of care. At many items significant difference was noticed between the answers of the two study samples. Average score of specific items showed considerable differences.
Consequences: The measures of the pilot study were accepted by participants, however, several participants felt the interviews tiresome. According to the answers adequate differentiating power of the items is expected. Based on the pilot study success of development of the final measures is expected.
Augmentative Communication (AAc) as one of the Youngest Discipline of the Communication Sciences
Augmentative and alternative communication (AAc) is one of the newest and rapidly developing subject of communication science. Its international roots can be found in the 50s while the Hungarian roots are connected to the early 80s. As a science it is offering definitions, classification, research results over which we offer here a short overview.
AAc is based on the believe that those with no or hardly any speech, intellectual, visual disability, hearing impairment, physical disability, showing signs of autistic personality development and are profoundly multiply handicapped individuals, they have a great capacity, need and right for communication. The definition of AAc is innumerable and basically expresses the approach of the amendment or replacement of spoken language. It is necessary to distinguish it from the expression of facilitated communication and of non-verbal communication. The methods and equipments of AAc can be sorted differently, the most common principle used for grouping is: instrumental or not, if instrumental than technical or not.
In AAc the attention is on the individual. Von Tenzen and Martinsen (2000) differentiated 3 subgroups: 1st are those for whom AAc is the way to express themselves (mostly those with physical disabilities), 2nd are those for whom AAc is supporting to establish speech (mostly those with intellectual disabilities) and 3rd those for whom AAc is a complementary language (mostly those with profound multiple disabilities). The users’ group shows us the wide area of implementation of AAc and its chance for development through the years. Nowadays it is an important area not only for the people with physical disabilities but also many other groups with different disabilities.
Assessment of Active Vocabulary with School-aged Hearing Impaired Children
Age appropriate vocabulary is the basic assumption of school performance and study success.
In case of hearing impairment the language acquisition process might be altered and may develop slower. Looking at individual differences the most significant difference from age norms is the concept level and the lower capacity of vocabulary.
The subjects of this survey were those children with hearing impairment who’s learning readiness were assessed in the National Expert and Rehabilitation Committee and Special Education Service Centre of Children with Hearing Impairment during the school year 2006-2007. The 36 children who spent pre-school education mainstream had an auditory threshold between 50-60 dB. The aim of the survey was to analyse from qualitative and quantitative aspect the expressive language level of these children. Method used was the Gardner Expressive Language Test.
The findings were 2-3 years delay measured from the age apropiate performance among two-third of the children. Frequently used nouns were as an average well named. Classification notions were less used. In case of rear and abstract words children typically answered with similar expressions or individual naming.
Low capacity in vocabulary accompanied with low speech, sentence production and situation dependent speech understanding are significantly influencing the learning process.
Children with hearing impairment need extra attention in mainstreaming schools.
Opportunities Given by Art Education for Educational and Social Inclusion of Persons "Differing Specifically" - further thinking of a research
The thesis describes the steps of the process of a pedagogical innovation with scientific details starting from the theoretical approach throughout to the school fieldwork. It analyses the possibilities of contemporary art-pedagogy applying complex art projects along with its effects on pedagogues and students through a further education training course and school experiments.
In the thesis the results of the program-development led by the author are going to be introduced according to the order of the work phases. First those art-pedagogical programs, reform-pedagogical schools, alternative methods are going to be analyzed which can be sources for contemporary esthetic-art education. The essence of these infiltrates into a pedagogical training program in which knowledge about the Gypsies and that about alternative pedagogy appear together in its topics about school examples. During the further education training course all these constitute parts of art projects, the structures that organize activities, and become personal experiences of the pedagogues. In the next phase of the program-development the selected groups of pedagogues try the project-method in their schools. For this purpose they develop their own art projects with the assistance of their mentors. The subjects of the study are the content of the school projects, their implementation process and the possibilities of applying the project-method. Finally we analyze the effects of the innovation on the changes in the students’ self-image, with special attention to the Gipsy children with disadvantages.
Based on the analysis of the eight comprehensive art-pedagogical programs and several complex, interdisciplinary curriculum and education programs introduced in the thesis we can conclude that the self-developing effect of the active connection with arts is unquestionable. The creation itself and the objectification of the “products" are the most direct possibilities for self-expression, self-awareness and establishing connections (the communication) – that is for developing personal openness. The basic principle of the art interpretation in the dissertation is that art is for everybody since it infiltrates into everyday life – anybody can become an artist and anything can be art since it is mere question of the context. Art-education gains special importance in multi-/intercultural education since it is an excellent tool and realistic field for the positive atmosphere where there is full acceptance and confidence, so it establishes the basis for the success of any further education. The thesis points out three reform-pedagogical schools and two alternative school examples where the human-centered approach and the esthetic-art education have especially strong ties. It points out the project from the tools of reform and alternative pedagogy as the education-organizing method which can be taught for pedagogues during further education training courses and can be implemented in public education – even in a disadvantageous education environment. The thesis gives a novel and detailed description of the steps of project-planning, the further education training course based on the personal experiences of the pedagogues and of the content and results of the projects of school implementations.
The thesis emphasizes that equal-opportunity communication among people of various characteristics and among groups and cultures, together with the competence development based on individuals, become possible with the help of the complex art projects. The complex art projects provide possibility for the children to develop and strengthen their positive self-concept and identity. The pedagogical projects may give the possibility for the Gipsy population to outline its own future image so that the school can adjust the school environment according to that.
The appendix of the thesis introduces the laws referring to the theme, curriculum examples, the topics of the further education training course, all the answers given on the questionnaires of the project-workshops, the summary of the projects prepared by the pedagogues, the data charts of the Tennessee self-concept test and pedagogical reports.