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ASSESSMENT OF THE ADAPTIVE FUNCTIONING LEVEL OF STUDENTS WITH MODERATE INTELLECTUAL DISABILITY USING THE VINELAND SOCIAL MATURITY SCALE
25-38Views:763Background and aim: Individuals with intellectual disability are expected to have significant limitations in intellectual functioning and adaptive behaviour, which affect the individual's ability to cope with social and practical situations. The present study is concerned with the assessment of the adaptive functioning of young people with moderate intellectual disability, which is part of a more complex study (this study will investigate the impact of adaptive functioning levels of students with moderate intellectual disability on parents' subjective perceptions). Method: the study presents the results of the assessment of adaptive functioning of students with moderate intellectual disability (n=9) using the Vineland Social Competence Scale. Results: the social age of the students in the study is significantly below their age, especially in the areas of communication, socialisation, and self-management. The study confirms previous findings (Hatos, 2008; Radványi, 2001) and highlights the need for teachers of students with moderate intellectual disabilities to develop these skills.
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SUPPORTING A STUTTERING STUDENT AT SCHOOL
91-104Views:544Stuttering is a disability of tempo and rhythm in the speech that students, special education teachers, and speech therapists face in their daily work. Previously, stuttering has been researched from the perspective of speech therapy and speech therapists. This research is however based on the opinions of the youngsters in question. One percent of the population are considered stutterers as per Guitar’s (1998) theory — which would mean that in Estonia, approximately 1,500 students are stutterers. Students spend a large and valuable part of their day and leisure time at school. It is therefore essential that teachers and advisors are aware and competent in providing support to stuttering students as needed. These students do not receive enough support and attention, as stuttering is considered a disability that does not distract teachers from doing their job. It can be assumed that teachers do not change their methods and systems in evaluating a stuttering student. It is nevertheless crucial that the student with the impediment feels safe and good at school and can express their thoughts in speech. The aim of this research is to find out how stuttering students cope in their school environment. The research also focuses on the experiences of teachers and support specialists in order to understand their cooperation when assisting a stuttering student.
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TEACHERS IN A DISADVANTAGED POSITION
39-50Views:241The writers of this study will use the expression ‘disadvantaged’ in a broader sense. The first part of the study deals with teachers and teacher trainees who are in a disadvantaged position because they have got a physical disability. Structured interviews were made with 8 persons. The interviews focused on their educational experiences and also their experiences in the labor market. The key question of the interviews was whether the interviewees had experienced negative discrimination or not. The other part of the study written by Noémi Csilla Borsodi deals with teachers who are in a disadvantaged position because they are working in a vocational school. Many times, a lot of people have written about pedagogical success, its determination, and the grouping of its indicators. First, pedagogical success will be discussed from a different perspective, then the working conditions at a vocational school will be mentioned. Furthermore, the reasons for why the traditional concept cannot be ’substitute’ into the ’equation of success’ for vocational school. Finally, some good practices will be shown that could help motivate students.
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THE APPEARANCE OF THE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION IN KINDERGARTENS, WHICH ARE SUPPLYING CHILDREN WITH INTELLECTUAL DISABILITY
35-44Views:744Present study focuses on the appearance of augmentative and alternative communication in kindergartens, which are supplying children with intellectual disability. The augmentative and alternative communication (AAC) makes it possible, that as a result of the injury of the sounding speech or its deficiency the individual be able to express his communicational intention in some kind of manner (Kálmán, 2006). In my research, I examine the opinions and personal experiences about the use of AAC of special education teachers. 21 special education teachers filled out the questionnaire. All of the special education teachers are women and they work in metropolitan kindergartens. The results indicate that the majority of children with intellectual disabilities need AAC. All of the asked special education teachers use the AAC in their work. Most of them use AAC in the course of development. It’s a young discipline, so there are many difficulties with its use.
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The Evolution of Internet Use and Cyberbullying in the Lives of Child-Ren with Learning Disabilities - Based on the Experiences of a Qualitative Pilot Study
7-18Views:473As the Internet spreads, its disadvantages are also becoming more and more widespread, alongside its advantages. In this study, we examine the Internet usage habits of 14-18 year-old students with learning disabilities using a qualitative method, by asking the opinions of the teachers and special education teachers (n=8) who teach them. In the pilot study, we explore how and to what extent school and online bullying appears in the lives of students, and who is more often affected by such attacks. Based on the results of our research, according to the teachers, children with learning disabilities encounter offline bullying more often at school than online, with verbal and physical abuse being the most common. Gender, type of disability, specific characteristics, and family background are determinants of victimization. However, due to the small sample size in the pilot study, the results obtained are only of an attention-grabbing nature, and draw attention to the necessity of further research into the phenomenon.
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THE EXAMINATION OF YOUNG PEOPLE WITH LEARNING DISABILITIES ABOUT THEIR VISION OF FUTURE
57-67Views:2487Background and Objectives: the examination of the vision of the future of young people with learning disabilities it rarely comes into the focus of research (Mártonfi, 2011; Móré and Mező, 2016), though the foundation of a successful, happy life is that everyone can realize themselves according to their own goals. The present study deals with the vision of the future of young people with learning disabilities. Our aim is to find out what have life goals and prospects of young people with learning disabilities. Methods: the participants were youngsters with learning disability attending vocational school (N=46) and their teachers (N=76), and the answers we were evaluated using SPSS, descriptive statistics, and Spearman's rank correlation. Results: The life goals of young people with learning disabilities in vocational schools have a happy life (rs = 0.43), success (rs = 0.45), and work (rs = 0.45), and starting a family is pushed into the background at this age. There is no strong correlation between young people's life goals and further education. According to the opinion of teachers, there is no significant relationship between the success of acquiring a profession and their standing in the labor market. From a life perspective, some educators consider starting a family conceivable for young people with learning disabilities.
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EXPERIENCES AND SUPPORT NEEDS OF CHILDREN WITH BROTHER OR SISTER WITH DISABILITY
69-81Views:771There are many children with special needs whose siblings play an important role in their lives for a longer time than other family members. Longer life expectancy and the deepening of disabilities bring along a higher need of being taken care of. When the parents grow older it is often the siblings who become the caretakers. Meyer & Vadasy (2007) found that if siblings of children with SEN get proper support and information while growing up, the well-being of siblings with special needs also increases. Relationship with a sibling with special needs influences development of adaptability and self-esteem, this influence can be positive or negative (Burke, 2008). The parents of the children with SEN have many ways to receive information or help from the family – doctors, therapists, consultants, teachers, books, etc. The siblings in their turn usually get their information from the parents. (Conway & Meyer, 2008) Family members of different ages need different information. Therefore, there should be research on what kind of experiences do the siblings of the disabled child need, how their needs and well-being are guaranteed, and what kind of support they need. The aim of this study is to describe the experiences of brothers and sisters with siblings with special needs, try to understand their need for support, and find out the need for support groups and camps.
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ANALYSIS OF THE SPEECH PERCEPTION AND READING TECHNIQUES OF 3 AND 4 GRADE CHILDREN WITH LEARNING DISABILITY
87-107Views:520The current study focuses on the outstanding role of speech processing in the processes of reading and learning of reading. Its importance and actuality are the shaping attitudes of the special needs teachers because the study shows the causes of certain symptoms. We searched for the answer to the relationship between the speech and reading processes of 3rd and 4th-grade children with mild intellectual disabilities. We touched upon the aspects of perception, the functioning of text comprehension compared with sentence comprehension, and the different levels of reading. The experimental group consisted of 26 pupils and the control group consisted of 25 children. Both of the researched areas were studied by standardized methods: the speech process was studied by GMP-diagnostics and the reading by the reading paper of Meixner. The results show the serious delay of development of every studied level of speech processing which causes remarkable difficulty in the quality of reading and reading comprehension. All this information draws attention to the necessity of prevention and the development of speech perception in education.