Csákvári, Judit: Adaptive Behavior Assessment among Hungarian Adults with Moderate Intellectual Disability
Loványi, Eszter – Piczkó, Katalin: Service Dogs in Social Awareness Raising and Integration Programs – The Multiple Role of Our Four-footed Helping Associates
Mile, Anikó: System's Monitoring and Accountability in Special Needs Education
Mrs. Csonka Polgárdi, Veronika – Dékány, Judit: Diagnostic Test of Dyscalculia (DTD) – Overview of the DTD among Pre- and Lower Primary School Children (age 5-10). part 2.
Hacki, Tamás: The Importance of the Treatment of Voice Disorders in Public Health – The Duty of the Clinical Logopedics
FROM WORKSHOPS OF PRACTICE
Pintér, Henriett: Improving Writing Composition in Conductive Education (A Case Study)
BOOKS AND NOVELTY
Mrs. Horváth Somogyi, Ildikó – Danó, Réka – Tóth, Szilvia: Aided Decision-making – The Experiences of the Test-program of ÉFOÉSZ (Mrs. Farkas Gönczi, Rita)
The Challenges of the Development of Digital Curriculum (Novák, Géza Máté –Virányi, Anita)
A New Training Method of the Network of Mentors for Resolve the Problem of Institutional Living Accomodation (Mrs. Farkas Gönczi, Rita)
As a Trainee in the Autism Ambulance of Leipzig (Mrs. Urbán, Péter)
ABSTRACTS Csákvári, Judit
Adaptive Behavior Assessment among Hungarian Adults with Moderate Intellectual Disability
Background An emphasis criterion of intellectual disability is a significant limitation on adaptive behavior. It has an urgent need to create opportunities for objective assessment.
Goals The aim of this study to introduce and describe a possible way of measuring adaptive behavior in the Hungarian sample of adults with moderate intellectual disability. Evaluate the usability of the Hungarian experimental version based on the results. Assess adaptive behavior profile of the sample.
Method The Scales of Independent Behavior - Revised (Hungarian experimental version for research purpose) was used to assess adults with moderate intellectual disability (N=31).
Results The Broad Independent (BI) and clusters (Motor-, Social interaction and Communication-, Personal Living Skills) scores are informative and fit to the expected moderate limitation level. Both the scores of BI and scores of clusters have significant correlation with the results of the most recent standardized IQ scale in the sample of persons with moderate intellectual disability - especially adults with Down syndrome.
Discussion The results are promising. The profile of adaptive behavior is analyzable with the Hungarian experimental version, but the Community Living Skill Cluster is needed to revise, because the standard scores are significantly lower then in other clusters.
Keywords: intellectual disability, assessment of adaptive behavior, Down syndrome
Loványi, Eszter – Piczkó, Katalin
Service Dogs in Social Awareness Raising and Integration Programs – The Multiple Role of Our Four-footed Helping Associates The experiences of a project
The purpose of our research was to evaluate the effects of a program held for healthy children aiming to raise their social awareness by means of our “four-footed mates" such way improving the efficiency of a training held by disabled dog owners who are all members of the NEO Hungarian Service dog Association. The base of the evaluation was a statistical and content-comparative analysis executed before and after these trainings. As a first step we developed a questionnaire, containing direct / indirect, opened / closed questions – testing the attitude of different social groups toward disabled persons. We involved ten classes into our research, which voluntary represented a heterogeneous population considering geographical location, management type and the experiences acquired in the education of disabled people. Furthermore we aimed that the total population of the students of elementary and secondary schools should be well represented. Finally we evaluated 253 test sheets as a total, and by means of the full analysis of these questionnaires we tried to setup conclusions aiming to justify our preliminary hypothesis on the positive influences of our untypical lessons. As one of the authors is an owner of an assistance dog involved in this experience, we were able to integrate her personal feed-back too into this research report.
Keywords: hearing dogs, service dogs, assistance dogs for visually impaired people, therapy dogs, social integration, program for raising social awareness
System's Monitoring and Accountability in Special Needs Education
In Hungary most pupils with special educational needs do not participate in the national competency measurement developed to measure the effectiveness of the educational activities at schools. The exemption concerns children growing up in both integrated and segregated circumstances. Although the involvement of the above mentioned group has been discussed by the stakeholders, neither the professionals nor the political decision makers have achieved considerable progress in the case. In this study the possibilities of the involvement of pupils with SEN and the systematized utilization of pedagogical evaluation are analysed.
Mrs. Csonka Polgárdi, Veronika – Dékány, Judit
Diagnostic Test of Dyscalculia (DTD) – Overview of the DTD among Pre- and Lower Primary School Children (age 5-10). part 2.
The Pedagogical Assessment of Dyscalculia (PAD) is a special educational assessment which is the renewed and standardized version of the Dékány–Juhász method developed by the team of dyscalculia experts at ELTE GYOSZI (Special Educational Service of Eötvös Loránd University) and based on the findings of current neuropsychological researches.
The first part of this paper was published in the Gyógypedagógia Szemle vol. XL, nr.4, which presents the team`s workshop, the antecedent of the PAD development, the theoretical background and the main concepts and features of the assessment method. The second part of the PAD guide enumerates the test`s different versions based on the life cycles, presents the test construction developed for students in elementary schools and describes the theoretical backround of the first two subtest (orientation, knowledge of numeric concept). The strict, structured connections among the partial tasks, the main numerical and other not mathematic-specific system, which contribute to counting (partial abilities) are stressed in the presentation. These connections constitute the base of the diagnostic criteria. The analysis of the typical mistakes can lead to an eligible different-diagnosis and an efficient therapy.
Keywords: test`s different versions based on the life cycles, numeric systems, partial abilities, diagnostic criteria, typical mistakes, orientation, knowledge of numeric concept
The Importance of the Treatment of Voice Disorders in Public Health – The Duty of the Clinical Logopedics
Phonation, articulation and language disorders are no longer considered "luxury diseases", but as pathologies severely impairing the capacity to work as well as the quality of life. The WHO´s International Classification of Functioning, Disability and Health (2001) stresses the importance of human activity and the participation of the individual in society, thus emphasizes the necessity to increase the standards of the treatment of communication disorders by medical, speech-therapeutic and rehabilitative care. Hence, access to speech therapy should be citizen´s right. However, without high level of clinical training of logopedists the future of certain areas of treatment are put in question.
Keywords: training, logopedists, ICF, communication disorders
Improving Writing Composition in Conductive Education
(A Case Study)
The study discusses a 28-week writing composition development experiment conducted in one of the groups of students with cerebral palsy (CP) in Pető Institute. The goals of the research were the intensive development of the students’ communication and psychosocial abilities and intensifying the generation and description of thoughts in relation to writing composition tasks. The development concept was based on (1) the students’ self-monitoring of their own development in writing composition, (2) tasks organised around the same topics and (3) accepting every written thought of the students as text. The results showed that development was successful because (1) on the 33rd week students could create texts by themselves, (2) the writing composition skills of each student improved and (3) they could assess their own text creation abilities. Seven out of four students were able to write a whole, complete text, while the pace of the other three students can be described as slow where further development is needed. The writing composition development program seems to contribute a great deal to school based conductive pedagogical research, and especially to learning more about the cogitation of CP students
Keywords: written communication, learning, students with cerebral palsy, composition, conductive education