Table of Contents & Abstracts

  • Mrs. Fazekas Fenyvesi, Margit – Józsa, Krisztián: Relationships between Speech Sound Hearing and Speech Defect in Children with Mild Intellectual Disability (MID)
  • Eigner, Bernadett: The Roots of Emotional and Behaviorial Disturbances: The Role of Early Parental Effection 
  • Tóth, Alinka – Ivaskó, Lívia: Acquired Pragmatic Disorders
  • Mlinkó, Renáta: New Results in the Psychodiagnostic Assessment of Physically Disabled Children
  • Illyés, Sándor †, – Radványi, Katalin – Csorba, János: Prevalency of Intellectual Difficulty in the Age – Group of 40–60 Years Old People in Hungary
  • Csocsán, Emmy: The Methodology of Teaching and Learning Mathematics for Children with Eye Trauma (Mesterházi, Zsuzsa)
  • Pajor, Emese: "Eye Trauma – An Introduction" & "The Braille Writing and Reading" (Gadó, Márta)
  • Ronit Bird: Overcoming Difficulties with Number (Mrs. Farkas Gönczi, Rita)
  • Observer (Mrs. Gordos Szabó, Anna)
  • Volunteer in Portugal (Szabó, Pál)
  • Editorial and Contributors in 2011 


Mrs. Fazekas Fenyvesi, Margit – Józsa, Krisztián
Relationships between speech sound hearing and speech defect in children with mild intellectual disability (MID)

This study aims at the empirical investigation of the relationship between speech sound hearing and speech defect. Our analysis reveals the correlation between the two variables, and investigates the role of intelligence and family background in the speech hearing and speech defect of children with mild mental disorder. Relationships between speech sound hearing, speech defect and acquisition of reading are also explored. A total of 1142 third-, fifth- and seventh-grade students participated in the cross-sectional study. In each grade approximately half of the sample was comprised of majority students, while the other half consisted of children with mild intellectual disability (MID).

Our results suggest that the number of students with speech defect is significantly higher among MID children, and that in case of these students the speech defect is still present in the upper elementary grades. Their speech sound hearing skill also shows a significant developmental delay. The results confirmed that speech sound hearing and speech defect are related, and revealed a relationship between the developmental level of speech sound hearing and reading. However, no correlation was found between speech defect and reading. Parents’ education has no effect on the developmental level of speech sound hearing which, in turn, is not related to IQ in case of MID children in grade 3, but exhibits significant correlations in grade 5 and 7. The speech defect of MID children is independent of parents’ education and intelligence.

The study explicates some recommendations as to what should be in the focus of the speech therapy and language arts developmental activities of MID children. For them – if there is no organ damage affecting hearing or the operation of speech organs – the development of speech sound hearing and, therefore, of clear speech, should appear not only within the frameworks of speech therapy but also among the tasks of general pedagogical work. This may serve as an additional aid for the successful integration of MID children.

Keywords: speech sound hearing, speech defect, children with mild intellectual disability, interpretation of speech, reading, spelling, integration, segregation

Eigner, Bernadett
The Roots of Emotional and Behaviorial Disturbances: The Role of Early Parental Effection

The quality of the relationship of the take-carer and the child is crucial for the self-development of the young child and assigns it at the same time. The relationship between the mother and her infant can be grabbed in the serial of everyday-interactions between mother and infant. The disturbances of early relationship and communication and the features of the interactions that lead to pathologic development can be considered in the ’face to face’ early interactions. The partners in the early interactions are not equal. The role of the adult take carer is defining in the relationship and the baby to the effects on him tries to react by the most suitable (optimal) strategies. The disturbance of the early interactions will be a jeopardising factor on the child’s healthy cognitive-, and emotional-social development and also the quality of the family relations and the child’s ties to family members that creates his emotional safety. The style and some featuring attributes of the interactions can be also in connection with the main attributes of the later educational style of the parents and its effect on the development of the child is defining. At the same time atypical interactions mean stress and conflicts too and enhanced stress can lead to disturbed interactions. All these together can add to the evolution of the emotional and behavioural disturbances that are in the focus of the psycho-pedagogy so in this way the perception of the specific interaction attributes could be a good implement of the effective early intervention.

Keywords: socio-emotional development, motherly sensitivity, social needs, different educational styles, emotional and behavioural disturbances.

Tóth, Alinka – Ivaskó, Lívia

Acquired Pragmatic Disorders

Our current research focuses on pragmatic competence and its important component Theory of Mind. An assessment method has been created to measure the achievement of people with right-hemisphere damage. In this article, the first results are introduced. There is not clear evidence whether problems of Theory of Mind, pragmatic competence and communication disorder are interconnected following right-hemisphere damage. The first results – similar to the results of autism researchers’ studying the same issue – support a new pragmatics definition, namely emergentism. This view is suitable for an interpretation, which can help brain damaged people in their rehabilitation.

Keywords: pragmatic competence, emergentism, Theory of Mind, right-hemisphere damage, brain plasticity

Mlinkó, Renáta
New Results in the Psychodiagnostic Assessment of Physically Disabled Children

In our psychodiagnostic work with special needs students besides we have to identify their special needs, we must closely monitor the correspondence of the results of their assessment. The deep knowledge of the cognitive structure helps us to preconceive the developmental and educational strategies.

In this study we present the results of our research using the following two standardized intelligence scales: the Woodcock-Johnson Test of Cognitive Abilities and the Wechsler Intelligence Scale with Children-IV. We examined 28 10-14-year-old physically disabled children without intellectual disability. Out of the 28 children 14 were with Cerebral Palsy (CP) and 14 had no CP. All children had the same severity of motor disability. We were seeking new findings which originated from the new test structures.

The structure of these two intelligence scales are based on new neuro-cognitive models giving lots of information on the cognitive structures as well as on the learning difficulties and hence on strengths as well as on weaknesses of the students and provides guidelines for the learning process. This is extremely important when teaching .physically disabled children as deficiency of motoric exploration significantly influences their cognitive development.

Keywords: Physically disabled children, motoric exploration, cognitive skills and profile, Woodcock-Johnson Test of Cognitive Abilities, Wechsler Intelligence Scale with Children-IV.

Illyés, Sándor †, – Radványi, Katalin – Csorba, János
Prevalency of Intellectual Difficulty in the Age – Group of 40–60 Years Old People in Hungary

On the basis of foreign epidemiological studies,at first, authors present how theoretical and empirical prevalence indices can be created, i.e. how the realistic rate and magnitude of intellectually disabled population can be estimated within the entire inhabitance.Thereafter, the method will be exemplified on the research among domestic school-aged disabled pupils by Czeizel et al and on a county study example.In their own research, authors prefected a detailled screening in 20 institutions accomplishing residential care for intellectually disabled with the aim to detect the distribution of mental retardation per age and gender in the range of 40-60 year age range. The number of the intellectually disabled cared in residential homes is overrepresented in the 40-60 age range related to the prevalences in total inhabitants,while the range in the extreme year levels (<20-60<) is reversed. In the institutions,more men are under care than women related to their rate in the normative inhabitance of the country. On ground of the study perfected in the institutions, prevalence were found 0.13% concerning MR in the 40-60 years range projected into country level.Authors refer to their regional experiences too (Tolna county).Authors try to clarify the background causes of results found in the study and are in full consciousness of the limitations of their estimation method.

Keywords: epidemiology; people with intellectual disability

Év: 2012
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