Böszörményi, Gyula: Words in the drawer – Guide of the Hungarian people with disabilities (Szarka, Emese)
Tribute to the founder, Mrs. Illyés Kozmutza, Flóra (Rosta, Katalin – Baranyai, Kamilla)
Mrs. Korompai Temesvári, Mária (1943–2010) (Mrs. Krasznár Erdős, Felícia)
Vass, László (1931–2010) (Mrs. Mezei, Lajos)
NEWS OF THE LIFE OF MAGYE
Honours and Rewards
Editorial and contributors in 2010
Dr. Radványi, Katalin
Interpreting competency-based development in case of considerably delayed cognitive capabilities
Competency-based development has become an internationally dominant factor in education. In Hungary the National Core Curriculum, and later the directives regulating the education of children with special educational needs, elaborated on basis of the NCC – in opposition to the old content-centered model, where education was regulated by central syllabuses containing the curricula - each school defines today its own system of goals; the pedagogical programme containing the local curriculum of the school is built on that.
With intellectual disabilities (in case of moderate and severe intellectual deficiencies) the educational content is not simply a quantitative difference if compared with other SNI-groups. Key-competencies cannot be interpreted in every case similarly to the other groups, yet the social competences, the emotional intelligence, and the development of communication have an extremely important role.
Starting out from significantly delayed capacities (if they are compared to the average characteristics of the age group) represents another challenge for the special needs teacher, both from the methodological and the diagnostical point of view. Due to the different stresses developed in education, the elaboration of a new type of framework curriculum (and of a curriculum system) has become a problem of topical interest, which would allow the use of the same curriculum even for children having a profile of cracked capacities, demonstrating severe delays in certain areas; also, the same document must be applicable in the "one above" type of integration in educating children with moderate intellectual disabilities learning in the elementary schools of children with mild intellectual disabilities.
Thus the challenge becomes double: only by creating an open curriculum can both of them be met.
As the first step of the procedure, this study wishes to introduce a discussion on the topic, attracting attention to some basic professional points of view.
Keywords: intellectual disabilities (in case of moderate and severe intellectual deficiencies), Key-competencies, social competences, curriculum
Dr. Hirschberg, Jenő
Nasal speech Abstract
The physiological timbre of the human speech is called nasality. This phenomenon has an esthetic effect in all cases. Its measure depends on the used phoneme, on the spoken language or dialect, on the speaking individual, and on the status of the resonator cavities. If the nasality decreases or increases pathologically, hypo- or hypernasality, with common designation: rhinophony comes into being. Hyponasality may be caused by different obstructions in the nose or nasopharynx. These cases belong to the rhinologist. Hypernasality is the consequence of the velopharyngeal insufficiency (VPI); its management is the task of the phoniatrician or speech therapist. In the case of simultaneous existence of both basic types (e.g. cleft palate and hypertrophized adenoid) the mixed form of rhinophony is present. If both basic types occur alternately it may suggest neurogenic alterations.
Hypernasality can be congenital or acquired, organic or functional. The organic cause may be a structural pathology (cleft or shortening of the palate) or paresis (neurogen or myogen). Without obvious organic anomaly functional rhinophony may be diagnosed, but sometimes, however, behind the "psychological etiology" – with minucious examination – some hidden organic alteration can be discovered.
In case of VPI, all the functions, in which the velum takes part, thus the disorder of sucking, swallowing, speech, ventilation of the middle ear (consequently the hearing) may be damaged. Among the voice and speech disorders, hypernasality and nasal escape dominate. The former is an acoustic, the latter is an aerodynamic phenomenon.
Beside the examination of the palate and the simple function-tests (Czermak’s mirror probe) the 5-graded auditive-perceptive speech investigation has the greatest importance in the diagnosis. The instrumental investigations serve as the confirmation of the subjective impressions, among them the radiological procedures, the MRI, nasopharyngoscoppy and the nasometry are the most important and in some cases electrophysiological methods.
The correct therapy of the hypernasality is based on the etiological diagnosis. If neurological process can be excluded, speech therapy should be started. Speech improving surgery is indicated if logopedic management has no effect in 4-6 months, or it seems to be unsuccessful already in advance. The most preferred type of surgery is velopharyngoplasty: creation of a mucous membrane-muscle flap from the posterior pharyngeal wall and its suture into the velum. According to the proof of our 1107 surgeries the anatomical healing is 98% (the flap adheres); the hypernasality disappeared or became minimal in 90% of the cases after surgery.
Oláh, Tünde – Mészáros, Andrea
A study about the charasterisctics of the intelligence profile of children with language disability, completed with WISC-IV test
In my dissertation I have analyzed the advantages of the usage of the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV), which is a newly standardized intelligence examining method in Hungary and which enables us to look at the characteristics of the intelligence profile of the hungarian children with language disability. I reviewed the data derived from the results of WISC-IV tests, completed by american children with language disability, and I have compared them with the results of a group of hungarian children, on which I have completed the same exam. Beside the diversity of the test, my analysis highlights the hungarian characteristics of language disability, which can provide a basis for professionals to get a deeper understanding of the nature of the children concerned, and can make their development more efficient.
Keywords: Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV), language disability, verbal comprehension, perceptual reasoning, working memory, processing speed, Full Scale IQ
Szentkatolnay, Miklós – Gombkötő, Andrea – Páter, Tünde – Szauer, Csilla
How can be accessibility provided for all to various public services?
Providing accessibility to public services basically effects the social inclusion of persons with various disabilities including educational questions, labor market integration or social problems. Comprehensive and all stakeholder – involved co-operation, varied development strategy and programs are needed in order to create a World for All. With this publication we are to generate further discussion.
Keywords: persons with disability, Universal Design, providing accessibility