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The purpose of this phenomenological study is to describe the lived experiences of 6th grade students with learning disabilities educated in their least restrictive environment (LRE) to the maximum extent appropriate sitting next to their non-disabled peers. Two theories guided this study, social identity theory and the social model of disability. Social identity (Tajfel, 1970) addresses individuals' self-worth and self-esteem based on the group they associate with and their rank in the group. Oliver's (1990) social model of disability addresses disability as a social problem rather than a personal problem. The central research question is as follows: what are the lived experiences of 6th grade students with learning disabilities educated in their LRE, specifically, the co-taught model. This study sought to understand how the social identity of students with learning disabilities are affected when teachers have lower academic expectations and when their non-disabled peers do not view students with disabilities as equal partners in the school community. The study utilized three data collections. The first data collection method was a visual representation. The second was an interview, which allowed 13 sixth grade students with learning disabilities to describe their perceptions of their learning experiences in their LRE. The third data collection was document analysis, which examined each participant's grades in their core content classes for the academic year 2021-2022. After reviewing all data, five themes and two subthemes emerged. The themes revealed the 13 participants did not perceive themselves any differently from their non-disabled peers; however, it is uncertain how the COVID-19 pandemic school closures have altered the lived experiences of SWLD.

The history of Social Work has been closely linked to the mobility of the poor. These mobilities have always been object of interventions, both the internal mobility of the national poor as well as the movements of those poor perceived as strangers in the national context. The social integration and / or social exclusion of migrants occupied the pioneers of Social Work and during the past century migrants has continued to occupy a considerable part of the work hours of social workers. However, neither mobility nor migrants have been a recognized part of the social work history narrative. The topic of this article is how refugeeness and migration have been conceptualized as a state of social disability in both Swedish Social Work policies and practice. This conceptualization has legitimized the expansion of Social Work as dominant factor in the social integration process of refugees and other groups. It is a story that gives new perspectives on the dominant narratives about the inclusive character of the Swedish welfare state., La historia del Trabajo Social está directamente relacionada con la movilidad de los pobres. Son esas movilidades las que han sido objeto de intervenciones, tanto las movilidades internas de los pobres autóctonos como la de aquellos percibidos como extraños a la comunidad. La acogida o rechazo, la integración o/y exclusión social de los inmigrantes ocupó a los pioneros del Trabajo Social hace más de cien años, fue parte importante de sus tareas durante el siglo pasado y ha seguido ocupando un espacio importante, pero no reconocido, en la historia del Trabajo Social. El tema de este artículo es la conceptualización de la condición de refugiado y de inmigrante como discapacidad social en las políticas y prácticas de integración desarrolladas en Suecia, conceptualización que ha legitimado la expansión del Trabajo Social como responsable de la integración de refugiados y otros grupos. Se trata de una historia que matiza las narrativas dominantes sobre las características incluyentes del estado de bienestar sueco.

The history of Social Work has been closely linked to the mobility of the poor. These mobilities have always been object of interventions, both the internal mobility of the national poor as well as the movements of those poor perceived as strangers in the national context. The social integration and / or social exclusion of migrants occupied the pioneers of Social Work and during the past century migrants has continued to occupy a considerable part of the work hours of social workers. However, neither mobility nor migrants have been a recognized part of the social work history narrative. The topic of this article is how refugeeness and migration have been conceptualized as a state of social disability in both Swedish Social Work policies and practice. This conceptualization has legitimized the expansion of Social Work as dominant factor in the social integration process of refugees and other groups. It is a story that gives new perspectives on the dominant narratives about the inclusive character of the Swedish welfare state., La historia del Trabajo Social está directamente relacionada con la movilidad de los pobres. Son esas movilidades las que han sido objeto de intervenciones, tanto las movilidades internas de los pobres autóctonos como la de aquellos percibidos como extraños a la comunidad. La acogida o rechazo, la integración o/y exclusión social de los inmigrantes ocupó a los pioneros del Trabajo Social hace más de cien años, fue parte importante de sus tareas durante el siglo pasado y ha seguido ocupando un espacio importante, pero no reconocido, en la historia del Trabajo Social. El tema de este artículo es la conceptualización de la condición de refugiado y de inmigrante como discapacidad social en las políticas y prácticas de integración desarrolladas en Suecia, conceptualización que ha legitimado la expansión del Trabajo Social como responsable de la integración de refugiados y otros grupos. Se trata de una historia que matiza las narrativas dominantes sobre las características incluyentes del estado de bienestar sueco.

Inclusion policies focusing on Roma groups started in Sweden during the 1950s, when the Swedish government recognized the formal citizen status of the so called “Swedish Gypsies”, a group consisting of approximately 740 people. As the Roma were perceived as people living outside the boundaries of normal society, the challenge facing the Swedish authorities was how to outline and organize the new policies. In our analyses we focus on the taken-for-granted premises of these policies. We discuss the “entry process” of these Roma into Swedish society. People-processing organizations classified Roma as “socially disabled” in different administrative contexts. In the early 1960s adult male Roma were classified as socially disabled on the labor market. Later during the same decade, experts and professionals increasingly focused attention on the Roma family as a problematic institution. In this context, Roma adults were classified as disabled in relation to the normative representations of parental capacities during that time, while Roma children of school age were defined as children with difficulties and put in special groups for children with problems. The related interventions were justified by a discourse on social inclusion, but in reality produced a web of measures, practices and yet further interventions, which in the long run have contributed to perpetuate the social marginality of Roma groups.

The default mode network (DMN) is active in the absence of task demands and during self-referential thought. Considerable evidence suggests that the DMN is involved in normative aspects of social cognition, and as such, disruptions in the function of DMN would be expected in disorders characterized by alterations in social function. Consistent with this notion, work in autism spectrum disorder (ASD) and social anxiety disorder (SAD) has demonstrated altered activation of several core regions of the DMN relative to neurotypical controls. Despite emergent evidence for alterations within the same brain systems in SAD and ASD, as well as a behavioral continuum of social impairments, no study to date has examined what is unique and what is common to the brain systems within these disorders. Therefore, the primary aim of the current study is to precisely characterize the topology of neural connectivity within the DMN in SAD and ASD and neurotypical controls in order to test the following hypotheses through functional and structural connectivity analyses of the DMN. Our analyses demonstrate increased coavtivation of the dorsomedial prefrontal cortex in ASD and SAD compared to controls, as well as over and under connectivity in structural brain connectivity in ASD. These results may reflect general deficits in social function at rest, and disorder specific alterations in structural connectivity in ASD.

Inclusion policies focusing on Roma groups started in Sweden during the 1950s, when the Swedish government recognized the formal citizen status of the so called “Swedish Gypsies”, a group consisting of approximately 740 people. As the Roma were perceived as people living outside the boundaries of normal society, the challenge facing the Swedish authorities was how to outline and organize the new policies. In our analyses we focus on the taken-for-granted premises of these policies. We discuss the “entry process” of these Roma into Swedish society. People-processing organizations classified Roma as “socially disabled” in different administrative contexts. In the early 1960s adult male Roma were classified as socially disabled on the labor market. Later during the same decade, experts and professionals increasingly focused attention on the Roma family as a problematic institution. In this context, Roma adults were classified as disabled in relation to the normative representations of parental capacities during that time, while Roma children of school age were defined as children with difficulties and put in special groups for children with problems. The related interventions were justified by a discourse on social inclusion, but in reality produced a web of measures, practices and yet further interventions, which in the long run have contributed to perpetuate the social marginality of Roma groups.

Inclusion policies focusing on Roma groups started in Sweden during the 1950s, when the Swedish government recognized the formal citizen status of the so called “Swedish Gypsies”, a group consisting of approximately 740 people. As the Roma were perceived as people living outside the boundaries of normal society, the challenge facing the Swedish authorities was how to outline and organize the new policies. In our analyses we focus on the taken-for-granted premises of these policies. We discuss the “entry process” of these Roma into Swedish society. People-processing organizations classified Roma as “socially disabled” in different administrative contexts. In the early 1960s adult male Roma were classified as socially disabled on the labor market. Later during the same decade, experts and professionals increasingly focused attention on the Roma family as a problematic institution. In this context, Roma adults were classified as disabled in relation to the normative representations of parental capacities during that time, while Roma children of school age were defined as children with difficulties and put in special groups for children with problems. The related interventions were justified by a discourse on social inclusion, but in reality produced a web of measures, practices and yet further interventions, which in the long run have contributed to perpetuate the social marginality of Roma groups.

This is a study with a qualitative approach and a social psychological perspective. Our purpose is to describe and analyze authority officials descriptions of individuals with a social disability and their perception of how the interaction in the encounter with its implementation. We are interested in how they experience their power as authority representatives. The following issues are highlighted. • How do people in authority describe individuals with a social disability? • What is the authority officials view on the interaction in meetings with individuals with a social disability? • How do authority officials experiencing his or her position of power in relation to the meeting? Our results are based on semi-structured interviews with five persons in authority, which is active in Insurance and Employment Service in Örebro County. The theoretical basis is based on the labelling theory. The concepts chosen for analysis are stigma, social responsiveness, lack of social responsiveness, defense measures and power. The results of the study show that authority officials understand the concept of social disability as any type of diagnosis, with social anxiety disorder and intellectual impairment are the two most mentioned. Authority officials describe that these individuals have a range of social difficulties such as problems with finances, lack of jobs or problems in their social relationships. Authority officials meetings with individuals with a social disability is described as complex, where the need for support appears to be unlimited. Factors such as time and creativity plays a crucial role in the interaction. The power aspect of the meeting affects the sense that the authority official has the power to change and improve the living conditions of individuals, but may not be the person to act freely in the meeting when the latter is controlled by the authority's rules and regulations. Authority officials freedom of action can be influenced by his personal qualities

Objective: Contemporary psychiatric classifications have not proved to be useful in the understanding and care of people with physical illness. Distress syndromes are common, but classifications fail to differentiate syndromes relevantly. We sought to take a fresh look at the common distress syndromes in the medically ill. Method(s): 312 medical inpatients were interviewed using a structured psychiatric interview [the Monash Interview for Liaison Psychiatry (MILP)] to elicit the presence of mood, anxiety and somatoform symptoms. A previously reported examination of these data using latent trait analysis revealed the dimensions of demoralization, anhedonia, autonomic anxiety, somatoform symptoms and grief. Patients were scored on these dimensions and, on the basis of these, subjected to cluster analysis. Derived classes were compared on a range of demographic and clinical data including psychiatric diagnosis. Result(s): Six classes were found, distinguished by general levels of distress (measured by demoralization, autonomic anxiety and somatoform symptoms), anhedonia and grief. The most distressed groups were Demoralization and Demoralized Grief. Anhedonic Depression showed moderate levels of distress but the highest level of social dysfunction. Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) categories of mood disorders did not follow any particular pattern other than reflecting severity of distress. The classes of high distress (Demoralization and Demoralized Grief) were significantly associated with younger age, past history of psychiatric treatment, low Global Assessment of Functioning (GAF) scores over the previous 12 months and DSM-IV somatoform disorders. Patients with Demoralized Grief tended to acknowledge their illness as a significant and relevant stressor. Patients with Demoralization identified other stressors as significant. Conclusion(s): Concepts of demoralization, anhedonia and grief differentiate between important clinical syndromes

Objective: Contemporary psychiatric classifications have not proved to be useful in the understanding and care of people with physical illness. Distress syndromes are common, but classifications fail to differentiate syndromes relevantly. We sought to take a fresh look at the common distress syndromes in the medically ill. Method(s): 312 medical inpatients were interviewed using a structured psychiatric interview [the Monash Interview for Liaison Psychiatry (MILP)] to elicit the presence of mood, anxiety and somatoform symptoms. A previously reported examination of these data using latent trait analysis revealed the dimensions of demoralization, anhedonia, autonomic anxiety, somatoform symptoms and grief. Patients were scored on these dimensions and, on the basis of these, subjected to cluster analysis. Derived classes were compared on a range of demographic and clinical data including psychiatric diagnosis. Result(s): Six classes were found, distinguished by general levels of distress (measured by demoralization, autonomic anxiety and somatoform symptoms), anhedonia and grief. The most distressed groups were Demoralization and Demoralized Grief. Anhedonic Depression showed moderate levels of distress but the highest level of social dysfunction. Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) categories of mood disorders did not follow any particular pattern other than reflecting severity of distress. The classes of high distress (Demoralization and Demoralized Grief) were significantly associated with younger age, past history of psychiatric treatment, low Global Assessment of Functioning (GAF) scores over the previous 12 months and DSM-IV somatoform disorders. Patients with Demoralized Grief tended to acknowledge their illness as a significant and relevant stressor. Patients with Demoralization identified other stressors as significant. Conclusion(s): Concepts of demoralization, anhedonia and grief differentiate between important clinical syndromes

This is a study with a qualitative approach and a social psychological perspective. Our purpose is to describe and analyze authority officials descriptions of individuals with a social disability and their perception of how the interaction in the encounter with its implementation. We are interested in how they experience their power as authority representatives. The following issues are highlighted. • How do people in authority describe individuals with a social disability? • What is the authority officials view on the interaction in meetings with individuals with a social disability? • How do authority officials experiencing his or her position of power in relation to the meeting? Our results are based on semi-structured interviews with five persons in authority, which is active in Insurance and Employment Service in Örebro County. The theoretical basis is based on the labelling theory. The concepts chosen for analysis are stigma, social responsiveness, lack of social responsiveness, defense measures and power. The results of the study show that authority officials understand the concept of social disability as any type of diagnosis, with social anxiety disorder and intellectual impairment are the two most mentioned. Authority officials describe that these individuals have a range of social difficulties such as problems with finances, lack of jobs or problems in their social relationships. Authority officials meetings with individuals with a social disability is described as complex, where the need for support appears to be unlimited. Factors such as time and creativity plays a crucial role in the interaction. The power aspect of the meeting affects the sense that the authority official has the power to change and improve the living conditions of individuals, but may not be the person to act freely in the meeting when the latter is controlled by the authority's rules and regulations. Authority officials freedom of action can be influenced by his personal qualities, 22575

This is a study with a qualitative approach and a social psychological perspective. Our purpose is to describe and analyze authority officials descriptions of individuals with a social disability and their perception of how the interaction in the encounter with its implementation. We are interested in how they experience their power as authority representatives. The following issues are highlighted. • How do people in authority describe individuals with a social disability? • What is the authority officials view on the interaction in meetings with individuals with a social disability? • How do authority officials experiencing his or her position of power in relation to the meeting? Our results are based on semi-structured interviews with five persons in authority, which is active in Insurance and Employment Service in Örebro County. The theoretical basis is based on the labelling theory. The concepts chosen for analysis are stigma, social responsiveness, lack of social responsiveness, defense measures and power. The results of the study show that authority officials understand the concept of social disability as any type of diagnosis, with social anxiety disorder and intellectual impairment are the two most mentioned. Authority officials describe that these individuals have a range of social difficulties such as problems with finances, lack of jobs or problems in their social relationships. Authority officials meetings with individuals with a social disability is described as complex, where the need for support appears to be unlimited. Factors such as time and creativity plays a crucial role in the interaction. The power aspect of the meeting affects the sense that the authority official has the power to change and improve the living conditions of individuals, but may not be the person to act freely in the meeting when the latter is controlled by the authority's rules and regulations. Authority officials freedom of action can be influenced by his personal qualities, 22575

The following paper resulted from the final research project conducted for my Master’s Degree in Teacher Training for Teachers of Primary Education (1st – 6th grade of the Basic General Education). This research project was conducted under the supervision of the Rural Education Division of the Center for Research and Teaching in Education (CIDE-UNA, Spanish acronym), in coordination with the Central America Educational and Cultural Coordination (CECC). The research is qualitative with an interpretative approach. Our main objective was to analyze the process of inclusive education in the regular classroom for a person with Asperger’s Syndrome, defined as a type of social impairment. The case study method was used in this research, as it allows a deeper study. A girl was chosen from a public school in an urban area of San José, Costa Rica. Three techniques were used to obtain information: interviews, questionnaires and documentation (personal file, behavior record, and psychological assessment) related to the girl with Asperger. The triangulation of sources was used as a method of analysis. The conclusion of the project was that regular schools may have children miss-diagnosed with Asperger’s Syndrome, and that our schools are still far from achieving inclusive education, but efforts are being made to achieve it. For a more opportune intervention, some recommendations based on this study were provided to the family and the school of the girl with Asperger., Corregido 25 de agosto de 2011 El siguiente artículo se generó a partir de la experiencia de la investigación final de la Maestría Formación de Formadores de Docentes de Educación Primaria, la cual se llevó a cabo por la División de Educación Rural del Centro de Investigación y Docencia en Educación (CIDE-UNA), en coordinación con la CECC (Coordinación Educativa y Cultural Centroamericana). La investigación es cualitativa con un enfoque interpretativo. El objetivo fundamental fue analizar el proceso de inclusión educativa en el aula regular de una persona con Síndrome de Asperger, entendido este como un tipo de discapacidad social. Se trabajó con el método de estudio de casos, dado que este permite la profundización en el estudio, con una niña de una escuela estatal de la zona urbana de San José-Costa Rica. Para obtener la información se emplearon tres técnicas: las entrevistas, los cuestionarios y documentación (expediente, registro de conductas, valoración psicológica) de la niña con Asperger. Se empleo la triangulación de fuentes como método de análisis. A partir del mismo se llegó a la conclusión de que en las escuelas se pueden atender niños (as) mal diagnosticados (as) con el Síndrome de Asperger; que en las escuelas del país aún se está lejos de lograr la inclusión educativa; pero que se están realizando esfuerzos por lograrlo. Para una intervención más oportuna, a partir del estudio se realizaron recomendaciones a la familia y a la escuela.