Csányi, Yvonne – Zsoldos, Márta: The educational typology of dysphatic hearing impaired students
Radványi, Katalin – Mede, Perla – Regényi, Enikő Mária: Institutions of school-age children with intellectual disability – results of a survey
Bóna, Judit: Is a clutterer always cluttering? – Results of acoustic-phonetic analyses
Kereki, Judit: Anomalies and Good Practice of the Early Childhood Intervention System in Hungary
Ribiczey, Nóra: Environmental effects on intellectual development – different approaches to measure relevant aspects of the environment
BOOKS AND NOVELTY
Mrs. Lányi Engelmayer, Ágnes: Intellectual disability and mental development (Zászkaliczky, Péter)
Torey Hayden: Ghost Girl (Tóth, Noémi)
Mrs. Buday dr. Balkay, Sarolta – dr. Bődör, Jenő: Individual correction (Hatos, Gyula)
Hatos, Gyula: Education and life of people with intellectual disability (Vágó, Éva Anna)
Movement-improve Cup (Mrs. Benczúr, Miklós)
Subosits, István (Lőrik, József)
HONOURS AND REWARDS
NEWS FROM THE LIFE OF MAGYE
Editorial and contributors in 2009
Csányi, Yvonne – Zsoldos, Márta
The educational typology of dysphatic hearing impaired students
The study reviews the results of a research aiming to reveal the special needs educational subgroups of hearing impaired students with dysphatic symptoms. The number of dysphatic students in special schools showing neurogen learning disturbances has been increasing rapidly in the last decades.
A national survey revealed the symptoms of dysphasia associated with hearing impairment after a long term observation of special teachers. This served as the basis for determining the possible subgroups. We found 176 (31,6 %) students showing dysphatic symptoms from the full population of 557 students. The data had been prepared using a structured questionnaire where the level of hearing, the cognitive abilities, the language achievements, the learning attitude and behaviour and the family background was estimated.
We succeeded in getting the following subgroups with the help of mathematical statistics : 1. Severe general dysphasia; 2. Moderate dysphasia primarily effecting the linguistic domains; 3. Moderate dysphasia only partly effecting the linguistic domains.
There was no correlation between the subgroups and the hearing level or the level of mental ability. Authors suggested special ways for developing the students with dysphasia.
Keywords: hearing impairment accompanied by dysphasia, (special) educational typology, expressive/receptive linguistic domains, cognitive-psychomotoric abilities, ways of differentiation
Radványi, Katalin – Mede, Perla – Regényi, Enikő Mária
Institutions of school-age children with intellectual disability – results of a survey
Among surveys done in schools, paralell examination of structures and states of development are more and more emphasized. The current survey was taken in May 2009 and it included our base institutions. After introducing the results, we will propose a professional agenda in the summary section.
Is a clutterer always cluttering? – Results of acoustic-phonetic analyses
Cluttering is a speech-language disorder which can be characterized by abnormal fluency, rapid and/or irregular speech tempo, and by frequent occurrences of various disfluencies. Although a number of studies have been conducted on various aspects of cluttering, relatively less acoustic-phonetic data are available on the issue.
In our study we investigated the cluttering speech of a young Hungarian-speaking male subject in four speaking styles (spontaneous speech, story-telling, forced speech tempo slowing down and giving a talk). The aim of the study was to show the effects of the different speaking styles on the acoustic-phonetic patterns of the clutterer’s speech. The results supported that the speaking styles affect the temporal and phonological characteristics of cluttering. The clutterer’s speech was closest to normal speaker’s performance when he was asked to give a talk.
Anomalies and Good Practice of the Early Childhood Intervention System in Hungary
The study analyzes the working of the early childhood intervention system in Hungary through the comparison of three different areas, one struggling with anomalies, another with average performance and one with a good-performing network. The analyzes is based on the data of an empirical research done in 2008. The study reveals the presence and lack of important relations – by focusing on certain elements of early childhood intervention system (screening-warning period, early childhood diagnosis, therapy and institutional system) – which help to understand and explain the causes why the system works more or less efficiently. Recognizing the relations behind similarities and differences leads to an important conclusion that expansion of the network among the actors of the healthcare system and among the actors of healthcare, educational and social service institutions, and the intensity and quality of the network connections are basic factors affecting the size of the population getting involved in the provision.
Keywords: early childhood intervention, research, screening, warning, diagnosis, therapy, institutional system
Environmental effects on intellectual development – different approaches to measure relevant aspects of the environment
This article gives an overview of those studies that try to capture the role of environmental influences on cognitive development. It is not a question that environmental influences play a critical role in intellectual development; however it is not clear which aspects of the environment are the most important and how these aspects can be measured. This article deals with the socioeconomic status and the measurement of the quality of the home environment and also gives some insight into the benefits of using cumulative risk indexes. It also emphasizes the relevance of mother-child interactions and their role in the child’s development.
Keywords: SES, home environment, cumulative risk, mother-child interaction, cognitive development