E-mail: gyarmathy.eva@gmail.com
Website: www.diszlexia.hu
1958
Born in Budapest
1985 Graduate
in psychology at Eötvös Lóránd
University in Budapest
1991
Postgraduate in educational psychology at Eötvös Lóránd University in Budapest
1986-
1992 School psychologist in a primary
school
1992-
Researcher at Research Institute for Psychology of Hungarian Academy of Sciences
1992-
Committee member of the Hungarian Association for Gifted
1992-
Member of the European Council for High Ability
1993-1998
Lecturer at University of Debrecen
1996
Ph.D. degree at University of Debrecen
1999-
Senior researcher at Research Institute for Psychology of Hungarian Academy of
Sciences
2008
Hungarian delegate at the World Council for Gifted and Talented
2008-2018
Senior Lecturer at Budapest Technical College, now University Budensis
2011 Founder and president of the Special Needs Talent Support Council
2013 International Advisory Board Member of the International
Society for the Interdisciplinary Study of Symmetry
2014 Lecturer at the University of Szeged
2018- Teacher at Apor Vilmos
Catholic College
2021- University professor
cognitive
psychology, intelligence, creativity, giftedness, dyslexia, specific learning
difficulties, ADHD, autism spectrum, atypical development, information
processing, multilingualism and dyslexia, , conduct
disorders, personality disorders
·
Gyarmathy E.
(2015) Accessibility and personalization. The Literacy Project and the
universal design approach. 9th International Technology, Education and
Development Conference, 2018. http://library.iated.org/publications/INTED2015
· Gyarmathy
E. (2016) The talent's netting way of thinking. Gifted Educational
International, 32, May. pp 148-164.
· Gyarmathy E, Senior, J. (2016)
The inclusion of multiple exceptional gifted students in talent development
programmes. Interaction synthesis of
both provision form and content. Gifted Education International July 11, doi: 10.1177/0261429416656500
· Gyarmathy E (2020)
Motivated or Unmotivated for the Creative Approach. Values from a highly able
learner's point of view. In Socio-Emotional Development and Creativity of
Gifted Students. Eds. Fernanda Hellen Ribeiro Piske,
Tania Stoltz, Alberto Rocha, Cristina Cristina Costa-Lobo. Coimbra University Press, pp. 211-235.
· Gyarmathy E (2020)
Multi-sided Dyslexia – The age of the entrepreneurs with new reading abilities.
In. (Eds.) Barbara Pavey, Neil Alexander-Passe, and Margaret Meehan:
Entrepreneurship, Dyslexia, and Education. Research, Principles and Practice.
Routledge Education. pp. 141-158
·
Gyarmathy Éva (2021)
Tehetségfejlesztés. Lehetőségek kezdőknek és haladóknak. Tea Kiadó,
Budapest.
·
Senior,
J., Gyarmathy E. (2021) AI and Developing Human Intelligence: Future Learning
and Educational Innovation. Routledge, New York.
Research
projects
INCLUTECH EUROPE Erasmus+ program, 2015
Inclusion
in Europe through Knowledge and Technology
SupEFL Erasmus+ programme 2014-1-DE02-KA200-001093
Self-Help in English as a Foreign Language for Learners with
Specific Learning Differences
RoboBraille Smart Alternate Media HU-2013- Leo-PA-6117
Adaptation of the Robobraille
and other free software systems for the support of the education.
LITERACY: Online Portal for
E-learning and Supporting Social Inclusion of People with Dyslexia.
Information
and Communication Technologies Collaborative Project
7th
Framework programme, Grant Agreement Number 288596
RoboBraille
HU-2011-Leo-PA-6018
Adaptation of the Robobraille
system for the support of different groups with disadvantages
DysTEFL -
518466-LLP-1-2011-1-PL-COMENIUS-CMP
Dyslexia for Teachers of English as a
Foreign Language
DYSLEXIA VETO - Leonardo da Vinci
Program: Transnational Project: UK/09/LLP-LdV/TOI-163_259
Dyslexia Friendly Quality Mark for
Vocational, Education and Training Organisations
Embedding Dyslexia-Responsive Practices
in Lifelong Learning
EMBED – Leonardo Programme,
143756-HU-2008-KA4-KA4MP
ISHEDS –
144878-TEMPUS-1-2008-1-UKTEMPUS-JPGR
Identification and Support in Higher
Education for Dyslexic Students
ADystrain – Leonardo Programme A/06/B/F/PP-158.327
Train the trainers for the Dyslexic
Work World
CallDysc – 229647 - CP -1-2006-1- HU – MINERVA – MPP
Collaborative Additional Language
E-learning for dyslexic Pupils
Include – Leonardo Da Vinci Programme
2005-2007 [UK/05/B/F/PP-162_331]
Including dyslexics through European
partnership
Dystrain – 1099031-CP-1-2003-UK-MINERVA-M
Teaching the dyslexic learner using
computers to learn
Minerva Projekt 101100-CP-1-2002-1-UK-MINERVA-M
Az információs technológia biztosítása és használata európai
egyetemi hallgatók részére
Research
grants
Catholic University of Nijmigen, Prof. Franz Mönks, Nethelands,
1994
University of Surrey, Dr John M Everatt, UK
2001
International
co-opearations
1999-2002
University of Surrey, John Everatt, Ian Smythe
- International Dyslexia Test
2000-2001
University of Cambridge, Kenneth O.
Turner
Underachievement
International course in
underachievement in Cambridge, 2001.
2000-2002
University of Surrey, John Everatt, Ian Smythe
Multilingualism and dyslexia
University of Surrey, UK, John Everatt, Ian Smythe
Comparative
studies of dyslexia
Learning
styles and specific learning difficulties
Adult
dyslexia treatment
University of Economics and Business
Administration, Department of Small Business and Enterpreneurship,
Wien, Österreich. Petra Rietsch
Adult
dyslexia treatment
2007-
Kolozsvári Babes-Bólyai Egyetem,
Raduly-Zörgő Éva
A tanulási zavarok és hiperaktivitás kezelése
2008-2009
University of Newport, UK, Prof Amanda
Kirby
Treatment of ADHD
University of Urbino, Giovanni Torrisi
Diszlexiások idegen nyelv tanulása – összehasonlító vizsgálatok
A diszlexia szociális hatásai az ICT terjedésével
Babes-Bólyai
Egyetem, Kolozsvár - Prof. Szamosközi István, dr. Ráduly-Zörgő Éva
A tanulási zavarok kezelése a felsőoktatásban
Diszlexiások idegen nyelv tanulása különböző nemzetiségi helyzetben.
Tehetséggondozás
Alulteljesítő tehetségek kurzus
2012 -
B&M InterNets,
s.r.o. Mr Jaromir BOGR
- Online e-learning for dyslexics
UNIVERSITAET WIEN Mr Heinz ENGL, Vice
Rector for Research and Career Development
- Dyslexia personas
ANIMA SCAN LTD established in ASHDOD -
ISRAEL, Mr Semion KERTZMAN, Chief Scientific
Officer
- Online assessment for dyslexic
adults
CENTRE FOR EDUCATIONAL TECHNOLOGY in
ISRAEL, Gila BEN HAR.
- Online assessment methods
PEDAGOGICKO-PSYCHOLOGICKA PORADNA BRNO
Mr Libor MIKULASEK,
Headmaster
- Online e-learning for dyslexics
Lecturing
University of Budensis
-
Special need
students
-
Talent provision
-
Assertivity and creativity
West-Hungary University
· Underachievement
· Talents and
creativity
Eötvös Loránd University
· Psychology of the talent development
· Underserved gifted
· Creativity
Semmelweis University:
·
Mental health
skills and self-knowledge
University of Szeged
· Psychology of the talent development
· Specific learning difficulties
Haynal Imre Health Study University
·
Achievement tests
University of Debrecen
· Psychology of the talent development
· Underserved gifted
· Creativity
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