E-mail: gyarmathy.eva@gmail.com
Weboldal: www.diszlexia.hu
1958 Születtem Budapesten
1985 Pszichológusi végzettség Eötvös Lóránd
Tudományegyetemen
1991 Nevelés lélektani szakpszichológusi
diploma Eötvös Lóránd Tudományegyetemen
1986-1992 Iskolapszichológus
1992-1999 Magyar Tudományos Akadémia Pszichológiai
Kutatóintézet tudományos munkatársa
1992-2010 A Magyar Tehetséggondozó Társaság
vezetőségi tagja
1992- Member of the European
Council for High Ability
1993-1998 Óraadó
tanár a Debreceni Egyetemen
1996 PhD. cím a Debreceni Egyetemen
1999- Magyar
Tudományos Akadémia Pszichológiai Kutatóintézet tudományos főmunkatársa
2000- Óraadó
tanár ELTE PPK
2001 Kognitív és viselkedés terápiás
képzettség
2001-2004 Óraadó tanár a Szegedi Egyetemen
2004-2007 Óraadó a Semmelweis Egyetem Mentálhigiénés
Tanszékének mentálhigiénés szakember képzésében
2007 Klinikai szakpszichológusi diploma
Pécsi Egyetemen
2008-2012 A World Council for Gifted and Talented Hungarian delegate
2008- Docens a Budapesti Műszaki
Főiskolán, jelenleg Óbudai Egyetem
2009 Habilitáció - Debreceni Egyetem
2011 SNI Tehetségeket
Segítő Tanács megalapítója
2013- International Advisory Board Member
of the International Society for the Interdisciplinary Study of
Symmetry
2014- Óraadó
a Szegedi Egyetemen
kognitív pszichológia,
intelligencia, kreativitás, tehetség, tanulási zavarok, diszlexia,
alulteljesítés, tanulási zavarokkal küzdő tehetségesek, információ feldolgozási
sajátosságok, többnyelvűség és diszlexia, hiperaktivitás,
magatartászavarok, személyiségzavarok
cognitive
psychology, intelligence, creativity, giftedness, specific learning
difficulties, dyslexia, underachievement, gifted children with specific
learning difficulties, information processing, multilingualism and dyslexia,
hyaperactivity, conduct disorders, personality disorders
Gyarmathy
É. (2014) A nem szunnyadó erő. A tehetség fogalmának átgondolása.
Neveléstudomány Online.
Title: The never dormant power.
appearances of the gifted, motivation, creativity,
high abilities
To consider the giftedness to be homogeneous and not
to separate the methods proper for different talent development can be the
barrier of the provision. The fine elements of the socio-cultural background
have to be considered as well as the age and the form of the giftedness should
be differentiated, because they need very different environment. Number of
factors and their delicious coincidence has to be detected as an additional
step. The provision of the gifted can be truly effective if it can rely on a
credible scientific background. Even just slightly false theories lead to wrong
directions.
This study based on Hungarian and international
literature is to show the diversity of the talent, the significance and role of
its components, and to prove why the talent is not dormant and hidden, but an
active path-seeker.
Gyarmathy Éva, Renate
Motschnig, Ján Struhár, Dominic Hagelkruys, (2013) Diszlexiás fiatalok 21. századi
lehetőségekkel. In (Szerk) Tóth Péter: Empirikus kutatások a szakmai
pedagógusképzésben. Kutatási Füzetek X. 117-138.
dyslexic youth, creativity, ICT usage
Title: Dyslexic youth with 21th century opportunities
In our study, we designed questionnaires and
interviews in order to find out about the needs of dyslexic adolescents, young
adults and adults that help their integration. The basis for the relevance of
the studies directed at issues important in vocational education is the
constantly increasing number of dyslexics, on the one hand, and the
opportunities offered by an international project, on the other hand.
Project Literacy is based on the above approach. It
builds on creativity, the strength of dyslexics, and uses a significant
component of today's culture, namely, info-communication as its medium. Our
study corroborated that creativity is very much present in the self-reflection
of dyslexics, and they would welcome such an opportunity to use it. It also
became clear that the use of info-communication tools presents no problems, but
the attitude of dyslexics toward online community self-help is ambiguous. This
particular service should therefore be heavily rethought.
The study, once again, established that dyslexics do
not need a protective, condescending and weakening environment with waivers and
exemptions. The short case descriptions demonstrated some of the problems and
coping / non-coping strategies which may appear even within the bounds of a
short questionnaire.
The social benefit from the integration of dyslexics
and the realization thereof no more belongs to the future. A company in
Birmingham is expressly looking for dyslexic employees, because it sees added
value in the creative thinking they bring into their work.
Gyarmathy É. (2010) Atipikus agy és a tehetség II.
- Az átütő tehetség és a tehetségvizsgálatok ma. Pszichológia. 30, 1,
31–41.
Title:
Atypical brain and the gifted II. - The profoundly gifted and recent studies of
gifted.
Keywords:
profoundly gifted, assessment, atypical brain
The ideal gifted of the 20th century is a gifted
person who is able to fit in, someone whose outstanding abilities and
creativity can be diagnosed with tests. Gift, however, is not measurable. There
an increasing amount of evidence that even thoroughly elaborated methods can
fail in the case of people with atypical cerebral structure, in the case of
exceptions, the idiosyncratic minority, the number of whom is increasing, and
of whom many can be able of outstanding achievements. The first and foremost
stumbling-block in the diagnosis of giftedness is creativity. Creative power
essentially resists identification. Something is creative by the very fact that
it transcends the existent. Creative people appear as a disorder in most cases.
The unbalanced profile of abilities and the manifestation of an idiosyncratic
personality, characteristic of the exceptionally gifted, render traditional
assessment methods unreliable and unsuitable for identifying the gifted.
Gyarmathy É. (2010) A tehetséggondozás
pszichológiája. Magyar Pszichológiai Szemle, 65. 2. 221-232.
Title:
Psychological issues in the provision for the gifted
Keywords:
provision of the gifted, tests of the intelligence, psychiatric diagnosis,
creativity
Gift is not simply about exceptional abilities, but
crucially involves a special kind of approach and attitude, the basis of which
lies in a nervous system allowing for unusual modes of perception and ways of
reaction that pave the way to outstanding achievements. This is a deviation
that is often annoying for the society and may thus give rise to problems of
integration. As a consequence, it is generally the „average gifted” that can be
identified as gifted — those who have exceptional abilities and differ from the
average only to an extent still tolerated by their environment. Regular
procedures — whether assessments, teaching methods or socializing effects—are
less effective in the case of truly ingenious thinkers, because these
procedures are all fitted for the average or near average.
Torrisi,
G, Gyarmathy E. (2010 ) The new disabilities of ICT. ICT for Languge Learning.
International Conference. Pixel. http://www.pixel-online.net/ICT4LL2010/common/download/Proceedings_pdf/IBL15-Torrisi,Gyarme.pdf
Keywords:
ICT, dyslexia, disadvantage
Any
new technology brings with it a new power for those who can use it, and a new
disability
for those who cannot. Once the use of telephones became a standard procedure,
people who could not use it acquired a new disability. The same applies to any
new technology. Since most of the social web relies on written words, people
affected by dyslexia will experience a new stronger disability as the use of
web 2.0 widens. The more people take for granted the use of the social and
semantic web, the more their expectation will grow regarding the normality of
its use. Those who cannot use it properly will be excluded. As ICT extends its
reach beyond our own language borders, it births a hindrance. This impediment
takes the form of an additional disability for people with impaired abilities
learning second languages, especially English.
Gyarmathy É. (2009) Atipikus agy és a tehetség I. -
Tehetség és a neurológia hátterű teljesítményzavarok valamint az Asperger
szindróma. Pszichológia.
Title: Atypical brain and the
gifted I. Giftedness and the neurologically based achievement disorders and the
Asperger syndrome
Special cognitive
structure, persistent and obsessive practice, commitment and a lack of social
skills are all phenomena often mentioned in connection with people of
outstanding giftedness. In most cases, these arise as a result of a cerebral
structure that differs significantly from the usual.
Among the specially gifted,
atypical cerebral structure is more the rule than the exception. It is not only
the highly intelligent who display special cerebral structure; many of the
great creators, irrespective of their level of intelligence, show atypical
cerebral structure, which is usually associated with some kind of dysfunction.
Gyarmathy
É. (2009) Atipikus agy és a tehetség II. - Az átütő tehetség és a
tehetségvizsgálatok ma. Pszichológia.
Title:
Atypical brain and the gifted II. - The profoundly gifted and recent studies of
gifted.
The giftedness ideal of the 20th century is
a gifted person who is able to fit in, someone whose outstanding abilities and
creativity can be diagnosed with tests. Giftedness, however, is not measurable.
There an increasing amount of evidence that even thoroughly elaborated methods
can fail in the case of people with atypical cerebral structure, in the case of
exceptions, the idiosyncratic minority, the number of whom is increasing, and
of whom many can be able of outstanding achievements.
The first and foremost stumbling-block in the
diagnosis of giftedness is creativity. Creative power essentially resists
identification. Something is creative by the very fact that it transcends the
existent. Creative people appear as a disorder in most cases. The unbalanced
profile of abilities and the manifestation of an idiosyncratic personality,
characteristic of the exceptionally gifted, render traditional assessment
methods unreliable and unsuitable for identifying the gifted.
Gyarmathy É. (2009) Kognitív Profil Teszt. Iskolakultúra
3-4.
Title:
Cognitive Profile Test
The Cognitive Profile Test
gives a differentiated map of the abilities that are crucial in the school
achievement. The advantage of the test is that it is relatively short. It
doesn't need a psychologist. Trained teachers can use it effectively.
Almost all the tasks can be
used in all ages, even for adults. That way it is possible to follow the
changes of the abilities.
Most of the tasks could be
formed to an internet based online test which gives an easy collection of the
data. In our research we examined the correlations of the results gained by
traditional paper-pencil testing and internet based testing. We examined how
the ICT skills and the less writing influence the test results.
Gyarmathy É. (2007) Diszlexia. Specifikus tanítási
zavar. Lélekben Otthon Kiadó, Budapest.
Title:
Dyslexia. Specific Teaching Difficulties
The
aim of the book is to present an approach and some essential information that
renders it possible to prevent and effectively deal with the syndrome called
dyslexia.
The
„traditional learning disability” part of the book provides a historical
overview of this topic and an outline of this syndrome. The reader is
introduced to the syndrome, which has been known for centuries by
professionals, and which is receiving more and more attention. In the second
part of the book, an alternative approach to the development and treatment of
dyslexia is presented. There is a large emphasize on the role of environmental
factors. The disability is regarded as a function of changing external factors.
This approach implies that manipulating environmental factors can substantially
influence the problem of dyslexia. In the third part, I review efficient
solutions to prevention and to treat the development of partial skills, while
the fourth part is dedicated to school skills. Both parts focus on methods of
treating and particularly of preventing dyslexia through everyday activities.
The last part is about techniques that can make life easier for dyslexics in
the adulthood.
Gyarmathy É.
(2007) A tehetség – Háttere és gondozásának gyakorlata. ELTE Kiadó, Budapest.
Title: Giftedness – Background and practice
The
book is on the theory and practice of the provision of the gifted. It leads the
reader through the background of the way to high achievements. It starts with
the characteristics of the gifted person from the infant to the adult. There is
an overview on the recent provision of the gifted, and some possibilities are
shown to improve and to broaden the thinking and practice of the everyday
provision of the gifted. The main body of the book is to show the definition,
role and training possibilities of the ability part of giftedness: creativity
and problem solving. Trainings to develop abilities are reviewed for the
practice. There are new ways that can give new solutions for the provision of
the gifted. These new ways are analyzed. The last chapter of the book is to
show and analyze the role of the personal factor. Parents, teachers, peers and
other important others are in the background of the high achievements. The mentorship
is a kind of mixture of these roles. The experiences on the personal
connection, social the background of the gifted is summarized. The book has
been prepared for anybody interested in the topic. However mainly specialists,
students and PhD candidates can benefit by it.
Gyarmathy É. (2006) A
tehetség – fogalma, összetevői, típusai, azonosítása. ELTE Kiadó,
Budapest.
Title:
Giftedness – concept, components, types, identification
The
book is to draw a wide picture on the topic of giftedness. It is a processing
of the literature. The first chapter is on the concept of giftedness. The
second one deals with the inner components, intelligence, creativity and
motivation. The next chapter is on the types of giftedness. There is a chapter
on the accentuated areas of giftedness, like art, music, math, linguistic,
sport and social-leader giftedness. The last chapter is an introduction to the
identification of the gifted persons.
The
book has been prepared for anybody interested in the topic. However mainly specialists,
students and PhD candidates can benefit by it.
Gyarmathy
É. (2004) Research on Dyslexia in Hungarian. (Ed) Smythe, I., Everatt, J. and
Salter, R.: International Book of Dyslexia. A cross language comparision and
practice guide. John Wiley & Sons, London. 123-132
The study deals with the results of the research on
dyslexia in Hungary. Firstly Hungarian language has been analyzed from the
aspect of dyslexia. Hungarian is a rather transparent however agglutinative
language. Thus on one hand it is easy for dyslexics to learn to read in
Hungarian, on the other hand it is difficult considering the very long words
that have to be analyzed. Many research have been conducted to study reading
errors to understand different types of dyslexia. There are special reading and
spelling errors that are characteristic in Hungarian language beside those
errors that are common in many languages.
Beyond the language specific results on dyslexia more
recent research areas has been mentioned, like cognitive processing, morphological
and psychophysiological issues.
Gyarmathy É. & Vassné Kovács E. (2004) Dyslexia in
Hungary. (Ed) Smythe, I., Everatt, J. and Salter, R.: International Book of
Dyslexia. A guide to practice and resources. John Wiley & Sons, London.
116-121.
The paper has been
demonstrated the different types and levels of treatment of dyslexia in
Hungary. The practical approach of dyslexia has been put forward. Prevention,
therapy, issues of integration, teacher training and laws in Hungary has been
reviewed and analyzed. Some new perspectives have been described, too.
Gyarmathy É. (2002) IQ és tehetség. Pszichológiai
Szemle Könyvtára 5. Akadémiai Kiadó, Budapest. 127-154.
Title:
IQ and Giftedness
The
study deals with the conception of giftedness in connection and relation to the
intelligence and the IQ. Firstly the definition of intelligence, then its
connection to the giftedness and creativity is examined. The models of
giftedness are analyzed with considerable emphasis on the role of intelligence
in the different approaches. Afterwards the measure of mental abilities is
discussed briefly, and the role of the IQ in the identification of giftedness
and other possible methods are described.
The study deals with some irregular
and underachiever gifted groups, because the special cases may bring new
aspects in the understanding of exceptional mental achievements. The results of
research studies prove that the giftedness is not simply the complex entirety
of the abilities, but specific group of behaviours.
In
the last part of the study as an illustration of the complex connections of the
IQ and giftedness the abilities of highly able persons with specific learning
difficulties and of child prodigies, plus the savant syndrome are analyzed.
Keywords:
high ability, intelligence, IQ
Gyarmathy
É. (2002) Alulteljesítő tehetségesek. Az általánostól a különösig.
Pszichológia különszáma, Gondolat, Budapest. 251-275.
Title: Underachiever
gifted
This study describes the
problem of the underachievement in gifted persons. It is an overview of the
results of the author’s last years’ research.
According to the recent
view on this population there are more different groups of the underachiever
gifted persons. The young children hardly get special provision. Because of the
social preconceptions highly able girls are less recognized as gifted than
boys. Thus they receive less help and reinforcement, so they miss these
important supports. Gifted children of national minorities and those socially
disadvantaged are underrepresented in the programmes designed to gifted
children. The main reason of their underachievement is their rather parallel,
holistic information processing. Similarly gifted children with specific
learning difficulties are more effective when stimuli are given simultaneously.
Thus these populations are disadvantaged in the school, where analytic, step-by
step, sequential processing is the leading approach applied in teaching and
learning.
After examining many
children with specific learning difficulties a particular profile of giftedness
and specific learning difficulties can be separated based on the the Hungarian
version of WISC-R subtests. Thus this test can be a useful tool in the
assessment of these children.
A rarely mentioned reason
of the underachievement is the lack of a significant person in these children’s
life. Usually an important person can be found in the background of every
gifted. The interviews with parents shed light on those factors that support
the development, as well as on the possible consequences of the catalyzing
person, especially when this person is missing from the life of a highly able
child.
Keywords:
underachievement, high abilities, assessment, provision
Smythe, I, Gyarmathy É. & Everatt, J. (2002)
Olvasási zavarok különböző nyelveken: egy nyelvközi kutatás elméleti és
gyakorlati kérdései. Pszichológia, (22), 4, 387-406.
Reading difficulties on
different languages: theoretical and practical issues of a cross-linguistic
study
In this article we
introduce the first phase of an international cross linguistic study, currently
in progress in many countries, designed to examine the manifestation of
dyslexia indifferent languages and scripts.
In this introductory study
we discuss the main questions issues of our theory. These include: an
international overview of the definitional issues in dyslexia, the
identification of dyslexia, application of appropriate criteria, development of
the methodology to use in this international research.
On the basis of these
points we devise the starting points and main hypotheses:
1) There is a core of
common cognitive factors that should be assessed in dyslexic individuals in
order to understand their difficulties, irrespective of language or script.
These must include measures of : phonological awareness, auditory short term
memory, visual short term memory, rate of processing, lexical access.
2) The relative importance
of these components in dyslexia will vary in accordance with the demands of the
different orthographies and scripts.
In order to assess these
hypotheses, a battery of tests was developed and adapted to different languages
and scripts to identify and compare the cognitive deficits associated with
reading and spelling difficulties either in monolingual or in multilingual
contexts.
In the last part of the
article we give a brief presentation of the initial results, which form the
basis of further investigations.
Gyarmathy É. (2001)
Special Persons in the Early Years of Gifted Children. Mentors and some of
their effects. Educating Able Children, Volume 5, May. 13-18.
Special effects, which may
help or at least influence the development of giftedness is analyzed through
statistical data and case studies in this article. Not only the traits of
positively nurturing background, but all effects that play important role in
the development is part of the study.
Results show, that
children's mental abilities measured by Raven Test developed differently in
normal and high ability groups. Social-economical factors played more important
role in the development of the high ability group than in the normal
population. At the abler children poor educational environment led to a larger
decrease in intelligence test scores compared to average children.
In almost every interview
some special effects what could be essential in the further development can be
found. There are special effects, illness or disabilities, what cause
different, but very strong influence on the later achievement. It is
demonstrated in the pair-matched case studies how some of the children could
develop their abilities in spite of the serious problems and rather gain from
their disadvantages. The role of an "important other" seems to be
crucial. The social-cultural background seems to determine the possibilities in
the most cases.
Keywords: gifted,
environmental effects, development
Gyarmathy É. (2001) A képzőművészeti,
zenei és matematikai tehetség pszichológiai vonatkozásai. Erdélyi Pszichológiai
Szemle, 2001,2,2: 37-65.
Psychological aspects of
talents in art, music and mathematics
The article provides an
overview of the references in three areas of giftedness. The characteristics,
development, identificational and developmental possibilities of talents in
art, music and mathematics is analyzed. The environmental effects and some
special aspects of the areas, such as savant syndrome and its connection to the
giftedness shows a broad view of these specific talents.
Keywords: giftedness, art,
music, mathematics
Gyarmathy É. (2001) A tehetségről. Arany
János Tehetséggondozó Program, Miskolc.
About giftedness
The book is an overview of
the references on giftedness. The history of the approach and the models on the
giftedness is described in the first chapter. The next chapter shows the
different typology of giftedness. There is a chapter on some main inner
components of giftedness, like intelligence, creativity and motivation. The
characteristics and development of special talents in art, music, mathematics
and social areas is analyzed through the references in a chapter. The last
chapter shows the difficulties and possibilities of the identification of
giftedness. The book is for specialists interested in giftedness and/or
studying and practicing gifted provision.
Keywords: gifted, overview
Gyarmathy É. (2001) Projektkönyv. Tehetséggondozó
projektek készítése és használata. Arany János Tehetséggondozó Program,
Miskolc.
Project book - Creating
and using projects in the provision of the gifted
The book is for
specialists interested in giftedness and/or studying and practicing gifted
provision. After the overview of the relevant references the book gives a
description of the possible ways of gifted provision and the project method.
The second part of the book provides a step by step guide to creating and using
projects in the gifted provision. The third part of the book consists of
project created by teachers and trainee teacher students. The projects are set
in catalogue to help users to find appropriate material for the everyday
teaching or enrichment programmes.
Keywords: gifted, project,
provision
Gyarmathy É. (2001) Gondolattérkép. TaníTani,
18-19. 108-115. old.
Mind Map
The Mind Map method is
described in this article. There is a brief introduction to the creating and
using the method, and some areas where the method is especially useful, such as
the teaching of children with specific learning difficulties or low
socio-economical background.
Keywords: Mind Map,
underachievement, specific learning difficulties
Gyarmathy É. (2001) A tehetséggondozás szerepe egy
változó értékrendű társadalomban. In (szerk.) Tordai A. és Zádor E.: Az
iskola, mint az esélyteremtés, felemelkedés eszköze. OM. 243-250.
Role of the provision of
the gifted in a society with changing values
There are more and more
underachievers not only among the gifted population, but in the overall student
population The effects of the value changes of students in the last decade are
analyzed in this chapter. The results show that the value of the hard work
decreased dramatically, while the intellectual values are relatively stable.
These phenomena have a significant effect on the gifted provision. The high
level achievement requires not only high abilities, but persistent hard work,
much motivation and commitment. The direction of values changes doesn’t support
the highly able children to dedicate their time to long lasting and tiring
study.
Keywords: gifted,
underachievement, values
Gyarmathy É. (2000)
Holistic learners. Identifying gifted children with learning disabilities. An
experimental perspective. In. Ed. Montgomery, D.: Able Underachievers. Whurr
Publishers, London 76-88.
Almost 300 children were
examined who are poor in some basic abilities, but have an exceptional
intellectual and creative potential. Their irregular information processing
which may differentiate this group from the average learning disabled and from
gifted children without learning disabilities were analyzed.
The findings show a strong
tendency to prove the assumption, that LD children use a different approach in
their information processes, and this approach can be very effective in
creative work. Tasks based on that differentiation might identify highly able
learning-disabled children, and give a way also to their education.
Keywords: gifted, learning
disability, identification, information processing
Gyarmathy É. (2000) Tanulási zavarok, átlagon
felüli intelligencia és a MAWI-GY. Pszichológia (20) 3. 243-270.
Specific learning
difficulties, high intelligence and the revised Hungarian version of HAWIK
After an overview on the
nature of the special learning difficulties the revised Hungarian version of
the HAWIK (WISC) and its subtests are analyzed from the perspective of
measuring abilities of children with special learning difficulties in this
study. The disability is hardly identificable when highly intelligent children
with specific learning disabilities are examined. They can compensate their
lacks, but in some tasks the disability hinders them, thus also their high
potential is covered. However there are some cues, that we can use in the
Wechsler IQ tests to identify the disabilites and high intelligence. The Digit
Span and often the Arithmetic results are poor. Especially when the series of
number in reversed order have to be repeated these children show a very low
ability. Meanwhile they are bright in other subtests like Similarities and
often in Picture Arrangement. Some case studies are shown to demonstrate the
ways the children react on the different test situations, and the ways the
methods can be used for getting appropreate picture of the child's ability.
Keywords: Wechsler's
Scales, high abilities, special learning difficulties, identification
Gyarmathy É. & Ian Smythe (2000)
Többnyelvűség és olvasási zavarok. Erdélyi Pszichológiai Szemle, December.
63-76.
Multilingualism and
dyslexia
There is little material
available for the effective assessment and teaching provision for the
multilingual dyslexic individual. The purpose of this article is to explore and
understand the specific needs of this client group. The task of assessing a
multilingual individual is both complex and challenging. However, with an
appropriate framework, it is possible to determine many of the key areas of
difficulty, and build an appropriate teaching and support programme, similar to
that one would use with the monolingual dyslexic.
It is possible that some
languages can be so different that the same underlying cognitive processing
abilities may lead to different problems in different languages and scripts.
For this reason it is more thorough, where possible, to assess in both
languages. Further research will involve development of a model to improve the
understanding of dyslexia in different languages. Cross cultural studies
started in the UK to acknowledge similarities and differences between language
contexts, and to receive a deeper insight in the linguistic abilities of
multilingual dyslexics. Similar research work is now planned with
Rumanian-Hungarian and Slovakian-Hungarian bilingual individuals.
Keywords: multilingualism,
dyslexia, languages, assessing
Gyarmathy É. (1999) Pszichológiai szempontok az
iskolai képességfejlesztésben. Új Pedagógiai Szemle XLIX. Évfolyam, 12. 27-31.
Psychological
considerations in the improvement of the abilities in the school
The article is an answer
to the question about the Hungarian education. The factual knowledge centrical
school can’t give long-term solution to the challenges caused by the changes.
The facts alone don’t provide enough base for the next generation to solve
problems. The fast changes require flexibly movable knowledge, abilities to
learn new abilities. Thus school should teach to learn and to choose from the many
possibilities. The other challenge for the schools is the changed student
population. There are less average children, more very bright and dull. The
polarization in the society changed the abilities of the children. Children
from wealthy families have much more sources to develop, meanwhile children
from low-income families lag behind. School can’t help either extremity.
Similarly the education could not answer to the problem of the increased number
learning disabled children. More and more children are rated not teachable.
Private schools shoulder some of these children, but there isn’t an overall
solution to this problem. Changes in the educational administration, changes in
the mind of the governors should be the first step in the renewing of the instruction,
otherwise as many times before, reforms could not alter basically the Hungarian
schools.
Keywords: school
instruction, gifted, specific learning difficulties, educational methods
Gyarmathy É. (1998) Tehetség és a tanulási
zavarokkal küzdő kiemelkedő képességű gyerekek. Magyar
Pedagógia, 2. szám, 135-153.
Giftedness and children
with specific learning difficulties
Despite of the theories’
expectance of the various forms of appearance of giftedness, there are very few
tools to realize the identification and promotion of the irregular gifted
people in the everyday practice.
Disadvantages arisen from
external, environmental or internal, individual reasons may hinder the
appearance of the potential before it could even start to develop. If the
identification do not occur, those who belong to the special groups of gifted
individuals are deprived even of the support which the appreciation of the
abilities might provide.
Identification of learning
disabled children is difficult from more reasons. Their structure of abilities
is unbalanced. Measuring these abilities by different methods we might get
entirely different results according to the functions that are emphasized at
the given tools. Combination of methods, long lasting observation and
appropriate challenging tasks may better the effectiveness of recognition.
Nevertheless test like methods which are suitable to identify high abilities
despite the deficits are needed.
However a great leap
forward is possible merely when those who deal with the topic, teachers,
psychologists and other experts will accept the great variety of giftedness,
unrecognized even the learning disabled gifted children’s possibilities and
needs.
Keywords: gifted, learning
disability, identification
Gyarmathy É. (1998) Tanulási zavarok szindróma a
szakirodalomban. Új Pedagógiai Szemle, XLVIII. évf. 1998/10. 59-68.
Specific learning
difficulties – an overview of the literature
The article gives a survey
of the international literature on specific learning difficulties. The changes
in definitions are followed, different trends of theories like
neuropsychological, perception and perceptuomotor, psycholinguistic and
behaviourist theories are described.
The main trends of
identification methods, as well as the different groups and types of specific
learning difficulties show that the syndrome has many roots and appearance.
Specific learning difficulties can’t be considered as a homogeneous phenomenon,
and its therapy has to fit to the given symptoms.
Keywords: specific
learning difficulties, identification, survey of the literature
Gyarmathy É. (1998) Tanulási zavarok azonosítása
és kezelése az óvodában és az iskolában. Új Pedagógiai Szemle, XLVIII. évf.
1998/11. 68-76
Early identification and remediation
of specific learning difficulties
The paper describes a
complex material to prepare nursery teachers for treating specific learning
difficulties in the everyday practice.
The material consists of
four parts. In the first, rather theoretical part teachers get acquainted with
the syndrome - origin, causes, symptoms and remediation possibilities. The
second part is a preparing part. Teachers get practical information how to
identify deficits, even if they are hardly recognizable. They get to know also
the simple activities children need to develop their basic abilities for
school-work. They learn the basic rules of the small group training, too. There
is a collection of exercises and games in the third part of the material. It is
to start everyday developmental work. Teachers learn to use them, and also to
collect or create more elements to the collection. The basic elements of the
collection are grouped according to the abilities they are intended to develop.
The fourth part is very similar to the previous, but instead of games and
exercises there is a collection of paper-pencil tasks, called puzzles.
Keywords: specific
learning difficulties, identification, treatment
Gyarmathy É. (1998) A tanulási zavarok terápiája.
Új Pedagógiai Szemle, XLVIII. évf. 1998/12. 75-87.
Therapy of the specific
learning difficulties
The main characteristic of
this material is its flexibility. Teachers can identify the deficits and
competently form and collect the tasks according to the children's ability. The
complexity of tasks provides a wide developmental material. Games can be used
as training from the beginning of the nursery years, and the gradually more and
more used paper-pencil tasks prepare the child for the school-work, too.
The collection is divided
to three main parts, and each part is subdivided to three further parts. There
are motor tasks (body scheme, balance spatial orientation), perceptional tasks
(visual, auditory and tactile perception) and sequential tasks (sequences in
the space, time and verbal ability) for the trainings. The training of the
sequential information processing is still very rare in the developmental
programs, although its importance is already known. In my research work I found
the deviant information processing of LD children important. They use parallel
processes even in older age, when the successive processes should work at least
equally efficiently. The stressed sequential training can help children to
acquire the information process that is more efficient in the school-success.
Keywords:
specific learning difficulties, parallel processes, therapy
Kutatás
Gyarmathy Éva
kutatási munkája több egymáshoz kapcsolódó területet ölel fel. Ezek:
A tehetségazonosítára
indított vizsgálatok bebizonyították, hogy a kiemelkedő általános és specifikus
képességek, kreativitás és motivációs jellemzők azonosításának legbiztosabb
módja az objektív (tesztek, felmérések) és a szubjektív (értékelő listák, megfigyelési
adatok) módszerek kombinált használata. Az intellektuális képességek mérésében
a Raven Progresszív Mátrixok bizonyultak a leghatékonyabbanak, mert sok
alulteljesítő, kiemelkedő intellektusú gyermek képességeit is jelezte.
Kiderült, hogy a követéses vizsgálat kezdeti időpontjára, 9 éves korukra már a
kiemelkedő képességű gyerekek egy igen jelentős része alulteljesítő.
Az alulteljesítők
nagy része szocio-kulturálisan hátrányos helyzetű. Másik nagy
alulteljesítő csoport a tanulási zavarokkal (diszlexia, diszgráfia,
diszkalkulia, stb.) küzdő kiemelkedő képességűek. Ezeknek a gyerekeknek az
azonosítása igen bizonytalan, ezért külön kutatási munkát igényel a kérdéskör
alapos feltárása.
A követéses
vizsgálatban résztvevő gyerekek mára 21-22 éves fiatalok, így a beválásról is
van már adatunk. Az első vizsgálatok azt mutatják, hogy a képességek
teljesítményben való realizálódásában a családi háttérnek van nagy szerepe. Még
súlyos tanulási zavarok mellett is felsőoktatásba jutottak azok a vizsgálati
személyek, ahol a család vagy kiemelkedő tanáregyéniségek segítették,
támogatták a gyermek fejlődését. Emiatt elsősorban a hátrányos helyzetű
alulteljesítők nem tudtak képességeiknek jobban megfelelő magasabb szintű
teljesítmények elérésére lehetőséget adó képzésekbe eljutni.
Gyarmathy a
tehetséges tanulási zavarokkal küzdő és hátrányos helyzetű gyerekekkel
végzett csoportos felmérések során az eltérő információ feldolgozás
jellegzetességeinek azonosítására csoportos és egyéni képességvizsgálatokat
folytatott. Az eredmények azt mutatták, hogy az alulteljesítő gyerekek
jellegzetes tanulási és feladatmegoldási stílust követtek. Egyértelműen a
holisztikus megközelítés a jellemző. A vizuálisan és kinesztetikusan megoldható
feladatokban jelentősen előnyben voltak.
Az egyéni
vizsgálatok során kiderült, hogy számos maladaptív kompenzációs technika akkor
is megnehezíti a feladatmegoldást, amikor a feladat már megfelel a gyermek
képességeinek. Az interjúk azt mutatták, hogy mindezek hátterében elsősorban a
családnak a gyermekről kialakult értékelése játszik nagy szerepet.
A diszlexia
vizsgálatára kidolgozott nemzetközi kognitív profil teszt magyar adaptációjával
végzett első összehasonlító vizsgálatok szerint az angol gyerekek messze
lemaradtak a magyar gyerekekhez és a hongkongi gyerekekhez viszonyítva a
nem-verbális gondolkodási képességek terén. A legjobb eredményeket a hongkongi
gyerekek érték el. Az adaptált teszt első eredményei azt mutatják, hogy egy
adott nyelv sajátosságai jelentősen befolyásolják az olvasási zavarra való
hajlam jellemzőit. Míg a kínai diszlexiások vizuális rövidtávú emlékezet
feladatban teljesítettek leggyengébben, az angol nyelvű diszlexiások
számismétlés feladattal és verbális emlékezettel, a magyar nyelvű
diszlexiások az értelmetlen szavak helyesírásának illetve felidézésének
nehézsége által voltak leginkább azonosíthatóak.
Kutatási
pályázatok
·
Kognitív profil tesztet dolgozunk ki számítógépes formában
·
Követéses vizsgálatban azonosítjuk a szocio-kulturális hátrány hatását
a tehetségesek fejlődésére
·
Módszereket dolgozzunk ki, amelyek differenciáltan azonosítják a
gyerekeknek a képességeket, és célirányos fejlesztést tesznek lehetővé.
·
A fejlesztő pedagógusi munkát összekapcsoljuk a tananyagban való
haladással.
·
A fejlesztésbe beépítjük a tananyagot, és a mindennapi oktatásba a
fejlesztést.
Phare
program száma: HU-2002/000-315.01.05-02
HU-2003/004-347-000-05-04 - A projekt
címe: „Lexia – e-tanulási tananyag az olvasási zavarok enyhítésére”
·
Képességfelmérő tesztet dolgozunk ki számítógépes és internetes
felhasználásra
·
A teszt alapján jelzett képesség-struktúrának megfelelően
válogatható fejlesztő anyagot dolgozunk ki.
·
Kontrollvizsgálatok eredményein keresztül elemezzük a fejlesztés
hatását.
·
Részt veszünk a projektmegbeszéléseken és ha szükséges, bemutatjuk a
kapott eredményeket.
Európai
Uniós pályázatok
EMBED –
Leonardo Programme, 143756-HU-2008-KA4-KA4MP coordinator
Embedding
Dyslexia-Responsive Practices in Lifelong Learning
The main objective of this project is to disseminate the lessons learn
through other EU projects as well as other related activities through synthesis
and proactive dissemination and integration into the mainstream by the key
players in the field.
In the course of the project, we shall identify the main concerns of
those working with the dyslexic individual, and match their needs to the
results of the various projects, thereby providing the tools they need to carry
out their jobs more effectively and support dyslexic individuals. Those
targeted include government departments, universities, disability officers,
supporting specialist and non-specialist NGOs, parents and dyslexics
themselves.
ISHEDS –
144878-TEMPUS-1-2008-1-UKTEMPUS-JPGR partner
Identification
and Support in Higher Education for Dyslexic Students
The project
incorporates the development of:
A) Guidelines
for development of dyslexia policies
B)
Identification procedures, including a self assessment tool
C) Report and
recommendation with respect to ICT
D) Training of
support officers, including e-learning
E) Self-support
systems for dyslexic students, including e-learning.
ICTBELL - Tempus n° 2008–1–ES1–LEO05–03179 ES/08/LLP-LdV/TOI/149020
partner
ICT based Business English Language Learning for Adult Dyslexics
ADystrain
– Leonardo Programme A/06/B/F/PP-158.327
·
A diszlexia kérdéskörének megismertetésére, a diszlexiások helyzetét
segítő kiadványokat készítünk.
·
Szakanyagokat fejlesztünk ki a diszlexiás egyénekkel foglalkozók
számára.
·
E-learning tanfolyamot dolgozunk ki a diszlexiásokkal foglalkozóknak.
·
Folyamatos szakmai segítséget nyújtunk a kurzus résztvevői,
számára.
CallDysc
– 229647 - CP -1-2006-1- HU – MINERVA – MPP
A projekt címe: Collaborative
Additional Language E-learning for dyslexic Pupils
·
Diszlexiások angol nyelv oktatásának elektronikus megoldásához útmutató
kidolgozása
·
Különböző technikai eszközök vizsgálata diszlexiások angol nyelv
tanítására
·
A tanítás és tananyag illesztése az eszközökhöz.
·
Nyelvi szint felmérésének és a tananyagnak a kidolgozása
·
A tananyag kipróbálása, hatásvizsgálat
Include – Leonardo Da Vinci Programme 2005-2007 [UK/05/B/F/PP-162_331]
E-learning diszlexiás
egyének azonosítására
·
Dyslexia azonosítási módszerek vizsgálat
·
Hatékony interneten is használható azonosító program kidolgozása
·
Tanulási stílus használata a dyslexia azonosításban
·
A tanulási stílus felhasználása az azonosításban és a tanácsadásban
Dystrain
– 1099031-CP-1-2003-UK-MINERVA-M
A
projekt címe: Teaching the dyslexic learner using computers to learn
·
Anyagokat fejlesztünk ki a diszlexiás egyének azonosítását célzó
kurzusok számára.
·
Kísérleti tesztelésnek vetjük alá a kurzusokat.
·
Támogatjuk és felmérjük a kurzus résztvevőit, beleértve
műhelymunka megtartását, ha szükséges.
·
Részt veszünk a projekt megbeszéléseken, és ha szükséges, bemutatjuk a
kapott eredményeket.
Minerva
Projekt 101100-CP-1-2002-1-UK-MINERVA-M -
A projekt címe: Az információs technológia biztosítása és használata európai
egyetemi hallgatók részére
·
Beszámolunk a diszlexiás hallgató egyetemen belüli támogatásáról,
beleértve a kurzusokba bekerülése előtt álló akadályokat, valamint különös
tekintettel a számítógépekre és más segédtechnológiára.
·
Felmérést készítünk a hallgatókkal, hogy lássuk, milyen segítséget
kapnak.
·
Egy, a beszámoló eredményein alapuló kísérleti projekt központja
leszünk.
·
Részt veszünk a projekt megbeszéléseken és ha szükséges, bemutatjuk a
kapott eredményeket.
Nemzetközi
kapcsolatok
University of
Cambridge, Kenneth O. Turner
- Underachievement
University of Surrey, John Everatt, Ian Smith
- International Cognitive Profil Test
- Multilingualism and dyslexia
University of Lancester, Keith Percy
- Schools As Foundation of European Citizenship And Lifelong
Learning (SAFECALL) project
Kolozsvári Egyetem, Ioan Berar, Cimpian Erika
- A tehetség különböző fajtáinak megjelenése
- Magyar-román összehasonlító diszlexia vizsgálatok előkészítése
Babes-Bolyai
Egyetem, Kolozsvár, Ráduly-Zörgő Éva
- Neurológiai eredetű teljesítményzavarok
Oktatás
Budapesti
Műszaki Főiskola: 2008-
- Asszertivitás, kreativitás
Eötvös Loránd
Tudományegyetem BTK:
neveléslélektani szakpszichológus képzés 2005-
- A tehetség pszichológiai kérdései
Semmelweis Egyetem:
mentálhígiénés szakember képzés 2004-
- Készségfejlesztés és önismeret
Eötvös Loránd
Tudományegyetem Tanárképző Kar:
szakértő és szakvizsgás posztgraduális képzés 1998-
- A tehetség összetevői
- Kreativitás fejlesztése
- A pedagógus szerepe a tehetséggondozásban
- Tehetségfejlesztés
- Alulteljesítő tehetségek
Szegedi Egyetem Pszichológia Tanszék:
graduális és posztgraduális pszichológusképzés 2001-
- Tehetségfejlesztés
- Specifikus tanulási zavarok
Haynal Imre Egészségtudományi Egyetem:
klinikai szakpszichológus képzés 1995-1998
- Teljesítménytesztek
Debreceni Egyetem Pszichológiai Intézete:
tehetséggondozói posztgraduális képzés 1997-2000
- Kreativitás
- Alulteljesítő tehetségek
Kossuth Lajos Tudományegyetem:
graduális képzés 1994-1998
- A tehetség fejlesztésének pszichológiai alapjai