P. FIGULA - E. KOLESÁROVÁ - A. GECKOVÁ: Skúsenosti s odstraňovaním dyslektických problémov formou mozgových cvičení 175

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1 OBSAH 2/2001 V. DOČKAL: Postihnutí, nadaní a nadaní postihnutí 99 E. KVASSAYOVÁ: Porovnanie niektorých kognitívnych schopností detí s autizmom a mentálnou retardáciou 108 B. KUNDRÁTOVÁ: Sociálnopsychologické charakteristiky postihnutých detí integrovaných v bežných triedach základnej školy 130 T. KOVÁČ - A. BENKOVIČ: Stratégie zvládania a tvorivosť v kontexte intelektového nadania a somatického hendikepu 139 PSYCHOLÓGIA A VÝCHOVNO-VZDELÁVACÍ PROCES K. KOLLÁRIK - E. MARUŠINCOVÁ: Rovesnícke hodnotenie vlastností telesne postihnutých a intaktných žiakov integrovaných tried 149 J. KOTASOVÁ: Existenciálně analytické pojetí školní fobie 161 KRÁTKE INFORMÁCIE P. FIGULA - E. KOLESÁROVÁ - A. GECKOVÁ: Skúsenosti s odstraňovaním dyslektických problémov formou mozgových cvičení 175 SPRÁVY Profesor PhDr. Ladislav Ďurič, DrSc. neodišiel (T. Kováč) 181 II. poľsko-slovenské sympózium v Ľubline (S. Hvozdík) 183 Psychologické otázky adolescencie (V. Dočkal) 185 RECENZIE I. ŠTÚR - V. ZLÁMALOVÁ: Pediatrická psychológia (D. Kopčanová) 188 E. SZOBIOVÁ: Tvorivosť, od záhady k poznaniu (V. Dočkal) 189 J. VYMĚTAL a kol.: Speciální psychoterapie (Úzkost a strach) (M. Svoboda) 191

2 dieťaťa, 36, 2001, č. 2, s POSTIHNUTÍ, NADANÍ A NADANÍ POSTIHNUTÍ VLADIMÍR DOČKAL Výskumný ústav detskej psychológie a patopsychológie, Bratislava DISABLED, GIFTED AND THE GIFTED HANDICAPPED Abstract: Attention is drawn to three minority groups in our population - disabled (handicapped) children, gifted children and handicapped children with above-average level of giftedness. Orientation to accept their distinctiveness is favored. Recommended is to constitute the whole pedagogical spectrum of approaches from segregated education to combined and integrated education. Special attention is paid to the group of handicapped gifted children, to possibilities of identification and development of their talents. This approach is regarded in relationship with the so called "positive psychology" and with going in direction of quality of life. Key words: gifted children, disabled (handicapped) children, gifted handicapped children, special educational needs

3 dieťaťa, 36, 2001, č. 2, s POROVNANIE NIEKTORÝCH KOGNITÍVNYCH SCHOPNOSTÍ DETÍ S AUTIZMOM A MENTÁLNOU RETARDÁCIOU EMÍLIA KVASSAYOVÁ Krajská pedagogicko-psychologická poradňa, Banská Bystrica COMPARISON OF SOME COGNITIVE ABILITIES OF CHILDREN AFFECTED WITH AUTISM AND MENTAL RETARDATION Abstract: The article gives information about attempting to compare some cognitive characteristics of individuals, affected with autism and mental retardation, by the categorical scheme of observation. The sample consisted of 16 respondents in the age range of 5;11-7;11 years, of which 8 had a primary diagnosis of mental retardation and 8 of autism with associated mental retardation. The categorical scheme of observation contains the following categories: 1. generalization; 2. regulation of behavior regarding hypothetical assumptions; 3. mental representation of the other person; 4. deception and pretending. The expectation that the identifiable differences will be observable only in respondents with mild mental retardation was confirmed, but not for the favor of autistic individuals with mild mental retardation. The statistically significant in these selections appeared to have been only the difference in the category 4 - deception and pretending. The specific performance profile of autistic individuals with mild mental retardation was found in other categories. No differences were found in selections of children affected with severe mental retardation, neither the specific answer profile in autistic individuals, which was probably caused by profundity of a mental defect. Key words: autism, mental retardation, categorical scheme of observation, cognitive abilities

4 dieťaťa, 36, 2001, č. 2, s SOCIÁLNOPSYCHOLOGICKÉ CHARAKTERISTIKY POSTIHNUTÝCH DETÍ INTEGROVANÝCH V BEŽNÝCH TRIEDACH ZÁKLADNEJ ŠKOLY BRONISLAVA KUNDRÁTOVÁ Výskumný ústav detskej psychológie a patopsychológie, Bratislava SOCIAL-PSYCHOLOGICAL CHARACTERISTICS OF HANDICAPPED CHILDREN INTEGRATED INTO REGULAR CLASSES OF BASIC SCHOOL Abstract: The contribution deals with the follow-up of handicapped children integrated into regular classes of basic school and with their position in the class. From among personality and social-psychological dimensions, the article also deals with the level of internality/externality, level of self-esteem and self-evaluation of school successfulness, individual social adjustment. Positive trends are found in social development of handicapped children, especially pertaining to the level of personal and social adjustment. Distinct differences between handicapped and intact children were found in the level of self-evaluation of school successfulness. In this dimension, handicapped children showed low degree of confidence in their abilities in relation to their position among other schoolmates on a performance level. Key words: integration, handicapped child, self-evaluation, social and personal adjustment

5 dieťaťa, 36, 2001, č. 2, s STRATÉGIE ZVLÁDANIA A TVORIVOSŤ V KONTEXTE INTELEKTOVÉHO NADANIA A SOMATICKÉHO HENDIKEPU TOMÁŠ KOVÁČ, ANDREJ BENKOVIČ Výskumný ústav detskej psychológie a patopsychológie, Bratislava Katedra psychológie Filozofickej fakulty Univerzity sv. Cyrila a Metoda, Trnava COPING STRATEGIES AND CREATIVITY IN THE CONTEXT OF INTELLECTUAL GIFTEDNESS AND SOMATIC HANDICAP Abstract: The study directly follows the article published in the previous issue of this journal. It is concerned with group differences between intellectually gifted, so called average children, and children with a physical handicap. The results showed that even the applied measures of classical intelligence do not represent an unambiguous differential criterion between intellectually gifted and other children, the handicapped ones, too. No significant differences were found between the variables of sense of humor and coping strategies, except for the active ones where children with physical handicap scored better. The used figurative test of creativity did not enable children with Cerebral Palsy to fully manifest their creative potential. Key words: coping strategies, giftedness, physical handicap, sense of humor, creativity

6 dieťaťa, 36, 2001, č. 2, s ROVESNÍCKE HODNOTENIE VLASTNOSTÍ TELESNE POSTIHNUTÝCH A INTAKTNÝCH ŽIAKOV INTEGROVANÝCH TRIED KAROL KOLLÁRIK, EVA MARUŠINCOVÁ Štátny pedagogický ústav, Bratislava PEER EVALUATION OF CHARACTERISTICS OF PHYSICALLY DISABLED AND INTACT PUPILS OF INTEGRATED CLASSES Abstract: The following study contains several figures obtained from the research performed at a secondary school for physically handicapped youth, where also pupils without a physical handicap are educated (so called reversed integration). The research followed how peers evaluate characteristics of physically handicapped and nonhandicapped pupils. No more significant difference appeared between physically handicapped and "healthy" pupils of the integrated classes in the area of experiencing (neuroticism, anxiety and anxiousness). On the other hand, integration was positively manifested in the evaluation of physically handicapped pupils by their "healthy" schoolmates in comparison with the control group of pupils that did not have immediate experience with physically handicapped pupils. Key words: integration, neuroticism, anxiety and anxiousness, attitudes

7 dieťaťa, 36, 2001, č. 2, s EXISTENCIÁLNĚ ANALYTICKÉ POJETÍ ŠKOLNÍ FÓBIE JARMILA KOTASOVÁ Katedra psychologie a patopsychologie PdF Univerzity Palackého, Olomouc EXISTENTIAL ANALYTICAL CONCEPTION OF SCHOOL FEAR Abstract: The article attempts to depict school-fear from the existentially analytical point of view. This approach respects the multifactorial aspect of ethiopathogenesis of emotional disturbances regarding school. At the same time, it brings a basis for a broader conception of school fear, which includes, apart from the classical separative component, also the self-realization component. To distinguish the anxiety from the world (non-existence) and the anxiety from oneself (loosing oneself) in the conception of existentialists S. Kierkegaard and K. Jaspers is the base of this broader model. Utilization of the existentially analytical diagnostic model helps to highlight the importance of the qualitative analysis of various personality components for a differential diagnosis and psychotherapy. This aspect is still not preferred in the existing versions of the International Diagnostic Schemes (MKN-10, DMS-IV). Key words: classical conception of school-fear, existential analysis, separative components of school-fear, selfrealizing components of school-fear

8 dieťaťa, 36, 2001, č. 2, s SKÚSENOSTI S ODSTRAŇOVANÍM DYSLEKTICKÝCH PROBLÉMOV FORMOU MOZGOVÝCH CVIČENÍ PETER FIGULA, EVA KOLESÁROVÁ, ANDREA GECKOVÁ Liečebno-výchovné sanatórium, Košice-Barca Univerzita P. J. Šafárika, Košice EXPERIENCES WITH ELIMINATION OF DYSLECTIC PROBLEMS BY BRAIN EXERCISES Abstract: The article is focusing on significance and applicability of brain exercises in influencing of dyslectic disorders. The authors used a therapeutic unit consisting of eight exercises. One hundred therapeutic units were applied. The sample consisted of 22 children with diagnosis of dyslexia and ADHD. Pair t-test was used to verify performance improvement in the average of words, as well as in a reading coefficient on one-percent level of significance. Key words: dyslexia, brain exercises