Mrs. Benczúr Miklósné: The relationship between somatopedagogy and the special pedagogies of special education
Kullmann, Lajos: The role of biological subjects in the training of teachers for physically disabled persons: somatopedagogists
Berényi, Marianne – Katona, Ferenc: The role of developmental neurology in special education
Lénárt, Zoltán: Qualitative measurable changes in upper limb movements of spastic haemiparetic children as a result of physiotherapy
Mrs. Varga Molnár, Márta – Paulik, Edit – Tróznai, Tibor – Kullmann, Lajos: DIS-QOL, an adapted quality of life instrument of persons with intellectual disability
FROM WORKSHOPS OF PRACTICE
Mrs. Bernolák Béláné: Interpretation and significance of hydrotherapy in special education
BOOKS AND NOVELTY
Sárközi, Judit: Experience of itinerant teachers to make inclusive milieu – Guide to inclusive education of children with cerebral palsy
Zusammen aufwachsen. Schritte zur frühen inklusiven Bildung und Erziehung (Papp, Gabriella)
"House-warming" – Historical overview of special education of children with physical disabilities (Mrs. Benczúr Miklósné)
Assistance of inclusive education of children with physical disabilities
Birtday Speech to Dr. Maria Brückmüller (Radványi, Katalin)
Mrs. Bicsákné Némethy, Terézia (1955–2011) (Rosta, Katalin – Czeizel, Barbara)
The role of biological subjects in the training of teachers for physically disabled persons: somatopedagogists
The introduction describes the establishment, the goals and the development of the training as well as the competences of somatopedagogist. The foundation of those needs considerable biological (functional anatomy, physiology and pathophysiology) knowledge. The training is based on the concept of the International Classification of Functioning, Disability and Health. It includes the physiology and pathophysiology of adulthood as well. An important pillar of the training is the understanding of the functional unity of the locomotion system. The other pillar is the connection of biological knowledge with added diagnostic, therapeutic and rehabilitative knowledge and skills. The concluding part points on some problems of evening/corresponding courses and underlines the good chances of somatopedagogists with well founded biological knowledge on the labour market.
Keywords: functional anatomy, specialist-pathophysiology, training considerations, skills
Berényi, Marianne – Katona, Ferenc
The role of developmental neurology in special education
Acquiring knowledge in order to maintain life is one of the basic functions of the nervous system. Adaptation is based on ancient instincts represented in the limbic system and on knowledge represented in the prefrontal cortex related to the former by various pathways. No conscious or non conscious mental or motor act devoid of passion. Education, especially motor education is a kind of training, based on repeated rehearsal of observed movements, special configuration of activated and inhibited muscle groups. By educating motor activity to prevent or to treat functional disabilities, physiotherapists and special educators must consider that they influence intelligence and instincts of their pupils together. No matter what school of therapy they adopt, what kind of discipline they teach by training together with their patient, the exposition is only one part of the therapy. The lesser part! The easier way! According to the functional properties of the nervous system only regular repetition is the key to learn anything gymnastics included. The patient must train regularly alone to acquire profit from her or his education. This is valid also to group training. It is the difficult part of healing. The patient must have passion to work regularly on the affected neuromuscular system to get better and self confidence in the future recovery. All physiotherapists or special educators should have the inspiration to teach, thus they must know the character of their pupils to produce effects. The initiative must come from the patients own brain.
This is the training methodology of developmental neurology. How can we contact the infant s brain to teach? By moving passively arms and legs? To apply manual therapy ? All his act only to the proprioceptors of the muscles, and articulations of the extremities, and produce irregular afferent stimuli. The proper way is activate the reticular and vestibular systems through the labyrinth by applying the force of gravity. In this way by putting the infant in various positions we activate elementary sensorymotor functions complex movements which mobilize antigravity muscle groups to resist gravity. These complex self propelled movements activate complex firing in the proprioceptors thus specially configured afferentation informs the central nervous system steadily about the special sensorimotor configuration in the elementary movements. This is the way how the brain of the infant takes over the initiative to train defective motor abilities and improper muscular tonus. All these defects are centrally regulated and need centrally initiated reactivation.
Keywords: Brain development, special education, experience and infancy, intervention methods
Qualitative measurable changes in upper limb movements of spastic haemiparetic children as a result of physiotherapy
This article is about motodiagnostic problems of early cerebral palsy. It concentrates on the every day physiotherapy. It tries to form an opinion on the examination and therapy of children with cerebral palsy and the possible changes. The aim of the examination is to work out and use a method by introducing groups working with fewer students where there is a possibility for a more objective judgement of the upper limbs of children with hemiplegic cerebral palsy. The measurable constituent of upper limb movements is the variance of repeated movements. Dates obtained by two dimensional movement analysis give a more detailed picture of hemiplegic children’s upper limb functions. The examination wishes to give way to further statistical analysis for bigger samples.
Mrs. Varga Molnár, Márta – Paulik, Edit – Tróznai, Tibor – Kullmann, Lajos
DIS-QOL, an adapted quality of life instrument of persons with intellectual disability
The aim of our study was to evaluate the psychometric properties of the shortened and adapted (augmented for intellectually disabled persons) version of the World Health Organization’s quality of life instrument (WHOQOL-BREF).
A group of 166 persons with intellectual disability (78 males and 88 females) were included, the median age was 28 years (IQR: 14). Data collection was carried out by an interviewer-administered instrument specifically developed for measuring the quality of life of disabled persons, the WHOQOL-BREF adapted and augmented for persons with disabilities and their caregivers. Additionally, social and demographic status, as well as self-rated disability of the respondents was measured.
Similarly to other results of international studies, among disabled persons the good answers dominated, and the average values were above the mean. The internal consistency value was low in the Hungarian version similarly to the international results. The discriminating ability of the questionnaire was acceptable in relation to age, sex, income, self-rated health, self-rated disability, and to the impact of disability on everyday life.
DIS-QOL is a quality of life assessment instrument of persons with intellectual disability with limited applicability in some aspects. Even so it can serve for comparing the quality of life of disabled/chronic ill persons, and may be used for longitudinal follow-up of their health related quality of life.
Keywords: intellectual disability, quality of life, instrument