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The application of the ICF CY model in specific learning difficulties: A case study

100%
Riva S., Antonietti A.
Psychology of Language and Communication
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2010
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vol. 14
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issue 2
37-58
EN
Background: The International Classification of Functioning, Disability and Health for children and adolescents (ICF CY) has been proposed as a possible framework for evaluating assessment and rehabilitation practice in children with Specific Learning Difficulties (SpLDs).Aim: The aim of this case report is to describe an evaluative and diagnostic process based on the ICF CY framework for a SpLD patient to show its applicability to this kind of developmental problem.Method: A 10-year-old boy with difficulties in reading and writing was assessed both traditionally administering a set of cognitive and language test batteries and, innovatively, with the ICF CY checklist aimed to estimate the functioning profile of the child.Results: The reasons for implementing the recent ICF CY as a framework to assess SpLD in children and to set the goals of interventions were supported. Whereas traditional assessment gives a validated parameter to evaluate the cognitive level and specific difficulties in reading and writing, ICF CY enhances the traditional diagnosis embracing both impairment and social factors to consider when selecting appropriate goals to bring about change in the lives and in the school experiences of children with SpLD, and it gives important cues to teachers, rehabilitators and therapists.Conclusion: ICF CY gives caregivers the opportunities to work together not only to provide direct intervention with the child, but also to work in partnership with the child's family, friends, school and society.
2
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Methods of Re-Education of Specific Learning Disorders

88%
Weiss E., Akimjaková B., Paľa G., Biryukova Y. N.
Journal of Education Culture and Society
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2023
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vol. 14
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issue 1
185-197
EN
Aim. In a qualitative empirical exploration, the authors use case study research to identify opportunities for re-education of specific learning disabilities in two cases. They identify and analyse the methods and organisation of teaching and the intervention plan for change. They evaluate the effectiveness of the intervention procedures and highlight specific practical experiences of educators in working with pupils. Methods. The study analyses and interprets the risk of specific learning disabilities, identifies specific learning disabilities. In an empirical qualitative investigation, the authors use case studies and case studies that highlight two types of specific learning disabilities. Results. The studies confirm that specific developmental learning disabilities affect the lives not only of the pupils themselves, the parents, but not least the educators in the teaching process. The authors analyse and identify specific re-education methods in the implementation of the teaching process, pointing out the difficulty of solving the problem and unlearning special educators. Conclusion. The authors point out the need for selection of different methods of re-education of learning disorders on the basis of the individuality of the pupil, but also on the basis of different forms of solving problem areas in terms of recommendations of the special educator and the actual implementation of the teaching process by the educator.
3
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Reyova-Osterriethova komplexní figura ve vztahu k rozumovému nadání a úrovni matematických schopností u dětí z třetích až pátých ročníků základních škol

63%
Krčová V., Portešová Š., Cígler H.
Československá psychologie (Czechoslovak Psychology)
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2017
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vol. 61
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issue 1
3-15
EN
Objectives. The aims of the present study were to (a) examine the effect of intellectual giftedness and the level of mathematical abilities on the Rey-Osterrieth Complex Figure (ROCF) and (b) compare two scoring systems used for ROCF. Sample and setting. The participants were 156 children (71 girls and 85 boys) of the third to fifth grades in elementary school, 49 of whom had been diagnosed as intellectually gifted before the research had started. Participants completed the Test for Identifications of Mathematical Giftedness (TIM) and copy, immediate recall and 15-minute delayed recall trials of the Rey-Osterrieth Complex Figure; the drawing procedure was constantly video recorded. Statistical analysis. Multiple linear regression and ordinal logistic regression were used to examine the effect of intellectual and mathematical giftedness on the ROCF scores depending on the type of the dependent variable – quantitative or qualitative ROCF scores. The effect of age and specific learning disabilities were analysed by regression analysis. Results. Intellectual giftedness and the level of mathematical abilities were moderately correlated with quantitative ROKF scores. According to these results, the authors recommend taking into account the intelligence effect while using the ROCF. On the other hand, they do not recommend using ROCF for diagnostics of intellectual and mathematical giftedness due to the small explained variances.
CS
Cíle. Cílem studie bylo prozkoumat vliv rozumového nadání a úrovně matematických schopností na kvantitativní a kvalitativní skóry Reyovy-Osterriethovy komplexní figury (ROKF). Vedlejším cílem bylo porovnat dva využité skórovací systémy pro ROKF. Výzkumný soubor a metoda. Data byla získána na souboru 156 žáků (71 dívek a 85 chlapců) z třetích až pátých ročníků základních škol, z nichž 49 dětí bylo před započetím výzkumu diagnostikováno jako rozumově nadaných. Všem byl zadán Test pro identifikaci nadaných žáků v matematice (TIM) a Reyova-Osterriethova komplexní figura – kopie, okamžitá reprodukce zpaměti a oddálená reprodukce zpaměti po 15 minutách, přičemž postup kresby byl vždy zaznamenáván na videokameru. Statistická analýza. Pro zjištění vlivu rozumového a matematického nadání na skóry ROKF byla použita lineární a ordinální logistická regrese v závislosti na typu závislé proměnné – kvantitativní či kvalitativní skóry ROKF. V modelech byl kontrolován vliv věku a specifických poruch učení. Výsledky. Rozumové nadání i úroveň matematických schopností středně silně souvisely s kvantitativními skóry ROKF. Na základě těchto výsledků autoři doporučují při použití ROKF brát ohled na souvislost příslušných skórů s inteligencí. Naopak nedoporučují používat ROKF k diagnostice rozumového či matematického nadání vzhledem k malému vysvětlenému rozptylu. Limity studie. Mezi limity studie patří málo jasná obsahová validita Testu pro identifikaci nadání v matematice a vysoký výskyt dětí s dvojí výjimečností ve výzkumném souboru.
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