Author(s): Gergő VIDA

Title: A TANULÁSI ZAVAR DIAGNOSZTIKÁJÁNAK MÉRÉSSEL KAPCSOLATOS KÉRDÉSEI

Source: A. Csehiová, A. Tóth-Bakos, I. Szőköl, T. Strédl, M. Nagy. (eds.): 13th International Conference of J. Selye University. Pedagogical Sections. Conference Proceedings

ISBN: 978-80-8122-409-6

DOI: https://doi.org/10.36007/4096.2022.147

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2021, 147-161

Published on-line: 2022

Language: en

Abstract: In Hungary cognitive abilities are measured by quantitative tests, but there is no integrated definition which might be useful concerning identification of learning disabilities. The norm-based diagnostical classification cannot be used without standardization. The diagnostical test results cannot be clearly related to learning disabilities. This may be the reason why there are so many perspectives in the identification of learning disabilities. The number of students suffering from learning disabilities is increasing in Hungary and our research discovered a strange phenomenon behind this tendency: the standard educational methodology in Hungary is widens the population with learning disabilities and it deepens the symptoms of learning difficulties. Some aspects of the research suggested that learning efficiency and learning disability are also independent from each other. The inadequate teaching method may well have main role in evolving learning problems and strengthening the effect of learning disabilities. Consequently, early school leaving can be the result.

Keywords: disability, test, diagnostic, quantitative, standardization, school leaving

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