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THE RELATIONSHIPS BETWEEN THE SPECIFIC LEARNING DISORDERS AND THE INTELLIGENCE STRUCTURE the relationships between the specific learning disorders and the intelligence structure Gabriella Király ABSTrACT The study deals with the examination of the correlation of specific learning disability and intelligence-structure. The author supposes that dyslexic children’s intelligence-structure shows typical diffused, heterogeneous image, furthermore, a significant deficiency can be supposed between verbal and performance intelligence. During her own research, she compared dyslexic children’s intelligence with average or above average IQ with those who have good reading skills. The examination method was supplied by MAWGYI-r, the revised, standardized form of the Hungarian Wechsler Intelligence Scale for Children. Her examinations suggest that dyslexic children’s intelligence-structure shows typical diffused, heterogeneous image, comparing with their contemporaries with good reading skills. It is proved by significant deficiency between verbal and performance quotients in the intelligence test. Consequently, it can reasonably be supposed that reading disabilities, despite normal IQ, are caused by uneven, diffusive, disharmonic maturity of intellectual abilities. Introduction Based on the different hints to be found in the literature it seems – despite the terminology disorders and the high number of denominations – that the specialists are preoccupied with the growth of the number of children with learning disorders and the possibility of finding a solution to the problem. The common parameter of the children with learning disorder is that they cannot cope with the demands of the primary school. Due to the frustration in time behaviour problems add to the problems related to performance. In case there is a lack in therapy or proper help the child may evolve in the direction of anti-social personality development. According to data from Germany 80% in case of individuals who commit youth crime had learning disorders at the beginning of school and during the early forms. 8 In case of the children suffering from learning disorders several researchers consider it of a diagnostic value the prominently diffuse, heterogenic intelligence structure, and its uneven, diffuse maturation. 9,10,11,12 Others emphasize the role of the differential-diagnosis 13,14, 15 of the significant differences between verbal and performance intelligence. 217
Gabriella király The concept and reasons of the learning disorders Learning disorders may occur at almost 15% of the children with intact intellectual capacity. 16 The denomination of the clinical picture varies according to the author and the academy. The denominations may be classified onto two categories: the first one emphasizes the organic points of view, the second the particular phenomena and the effects. Among the denominations used for the syndrome we are most likely to find the following: encephalopathy, MCD syndrome (minimal cerebral dysfunction), MBD syndrome (minimal brain damage), infant hyperkinetic syndrome, A.D.D.H. syndrome (Hyperkinetic Attention Deficit Disorder), sensory integration disorder, segment capacity disorder, neuro-genetic learning disorder, partial efficacy disorder, POS (psycho-organic syndrome), FI-MO-TA (Attention-Movement-Learning Disorder). In conclusion the interpretation of the phenomenon of learning disorder is importantly influenced by the lack of the mutually accepted definition. Porkolábné10 emphasizes five professional approaches based on the causes of the learning disorders and the accompanying symptoms. I. The neuropsychological researches seek the reasons of the learning disorders in such minor brain damages, which can cause extremely varied deficiencies due to the selective effects, but do not reach the level of a mental retardation. II. The researches based on the sensory-locomotor theories explain the learning disorders with the sensorial difficulties. III. Those who approach the problem on a behavioural psychological basis consider the learning disorders behavioural problems, and the correction as being effectively achievable by behavioural therapy. IV. The theories which emphasize the lingual development consider the lingual skills as being of a higher importance. They consider the academic achievements impossible without the necessary lingual development. V. The domestic children’s psychiatry approach emphasizes the disorder of the integrating function between the two hemispheres of the brain. 18 In connection with the origin of the disease the literature presents the following three views the most often: – It develops based on the early brain damage (continuum notion) – Biochemical, genetically determined disorder leads to the syndrome (syndrome notion), which is indicated by the frequent aggregation in families. – The multi-causal approach mentions the polygenic origin- the interaction between the organic factors and the environment, and the summed effect of the biological, psychological and sociological effects. The result is the disorder in the integrated co-operation between the two hemispheres of the brain, the process of the environmental stimuli in a special manner, the disorder of the Gestalt-view. The relationship between the specific learning disorder and the structure of the intelligence 218
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