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Inclusive education can be an effective policy reform to tackle educational underachievement and address societal and pedagogical exclusion. Inclusive education encompasses supporting individuals to experience a sense of belonging in the educational community; promotes the reduction of exclusion, discrimination, and learning barriers; and encourages the inclusion and transformation of culture, education policies, and school practices to respond equitably to the diversity of the student population. The present paper focuses on the views of secondary school teachers on the inclusion of students with intellectual disabilities. Twenty-five secondary school teachers participated in the study, and semi-structured interviews were conducted. The research results showed that our study's teachers were ambivalent about inclusive education for students with intellectual disabilities. Firstly, the manifestations of their learning or social exclusion are not rare since the Greek education sector with its facilities (material and technological resources, teachers' education and training, information, etc.) is incapable of responding to their growing demands and, secondly, some educators and parents of typical students maintain a negative approach towards disabled students' inclusion in the mainstream school system. It is imperative to develop a democratic education, an education for all which deconstructs the dominant norms of ableism and ablebodyism, supports the training and qualification of teachers and forms a culture of solidarity, mutual respect, and empathy for students with disabilities.

The medical certificate from the Maison Départementale des Personnes Handicapées (MDPH) provides the essential information for the MDPH multidisciplinary team to assess the child's compensation needs. This assessment, combined with consideration of the child's life project and environmental factors, will be decisive in the choice of compensation measures to be put in place. It is therefore important that GPs are able to complete the certificate in a relevant manner. Intellectual disability often gives entitlement to specific compensatory measures. Indeed, it affects general intellectual functioning, leading to a reduction in the child's adaptive capacities, and to significant difficulties in carrying out the activities of daily life. [ABSTRACT FROM AUTHOR]

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The mobile autism teams (EMA) are multidisciplinary teams specialised in supporting people with autism. They play the role of a third party between the various stakeholders (family, medico-social establishments and services, hospital services, etc.). The appearance of these teams dates back to 1999, when the first EMA was identified in Marseille (CH Valvert – Unité mobile départementale autisme "UMDA"). Since then, many new ones have been created. Today there are about fifty of them throughout the country. A large half of the EMAs are administered by associations managing medico-social establishments, the others are hospital teams. Population The EMAs accompany people of all ages. Most of the time, they work in pairs. Some are dedicated to very early support (before the age of 1), others to children/adolescents or only to adults. Still others can be called upon regardless of age. The EMAs are linked to the field of neurodevelopmental disorders and intellectual disability but can also support people with autism without intellectual disability. The vast majority of EMAs cover a departmental territory. Requests for intervention may come from the person him/herself, his/her family, the medico-social establishment or service that accompanies him/her or from a hospital service, always with the agreement of the legal guardian. Missions All EMAs have an interface mission between the various parties involved in a complex clinical situation. This mission includes the functional evaluation of the person, the realization of a clinical synthesis or the transmission of specific support tools. The EMAs have the vocation to transmit their specialised skills to all the actors and to participate in the improvement of autism support in France. Networking is one of the main axes of the EMAs' activity. The final benefit for the user is based as much on the clinical assessment as on the ability to direct the user towards suitable establishments or services, to obtain social assistance or to represent the user before administrative guardianship bodies. Some EMAs participate in the diagnostic identification of autism with or without intellectual disability. Finally, they can provide regular therapeutic support (psychological, psychiatric, psychomotor, towards employment or towards autonomy). Functioning Most of the time, they work in pairs. They are mainly composed of psychologists, nurses, specialised educators, psychomotricians, social workers and doctors (psychiatrists but also general practitioners). Network Since 2020 there is an association of EMAs named AFUMA (Association Francophone des Unités Mobiles Autisme). Its aim is to pool resources and improve knowledge to support the practice of EMA agents. Number, duration and places of intervention The agents travel to medico-social establishments (IME, foyer de vie, FAM, MAS, etc.). When the situation requires it, the EMA can intervene during the week, particularly to prevent psychiatric hospitalisations. Conclusion The EMAs are closely linked to the CRAs (Autism Resource Centres), with whom they can update their knowledge. National work towards the labelling of their missions and their composition is necessary. [ABSTRACT FROM AUTHOR]

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Research Framework: In Quebec, parents with a child who has an intellectual disability (ID) or autism have many unmet needs for respite and support for social participation. This article focuses on OASIS+, an experimental support program designed to meet such needs by working with students from professional training programs. Objectives: This research aims to document the benefits of the OASIS+ experimental program for families and students, and to identify the lessons learned during its implementation. Methodology: A mixed method approach was used with measures taken before, during and after the experimental program with parents, students, and advisory committee members. Results: Seventeen families and ten social work and occupational therapy students participated in the OASIS+ program between September 2019and March 2020. Of those accompanied, 41% had ID, 35% had autism and 24% had a dual diagnosis. Results indicate the following benefits for parents: decreased in the feeling of parental overload, an improvement in their social participation, and a better reconciliation of their family, social and professional roles. Students perceived an improvement in their knowledge and skills. Lessons learned include recruitment, pairing, student training and support, services delivered, coordination, and program sustainability Conclusions: OASIS+ is an innovative program that supports families who have a child with ID or autism while helping to train future professionals. Contribution: An evaluation of programs has shown the contribution of OASIS+ in supporting families and has identified key elements to consider in its implementation.

Smart and digital cities aim to develop and integrate an information and communication technology-based infrastructure to improve their citizens’ quality of life and accelerate access to information and public services. However, this digital era brings new challenges, including a digital divide between certain segments of the population. Based on the context and challenges of people with intellectual disabilities, this article presents a model for enabling accessibility to digital services as well as three recommendations for developing partnerships between citizens and institutions in order to create an inclusive smart-digital community.

Résumé: Nous avons vu dans une première partie la définition des troubles du comportement (TC), leurs significations possibles et l'adaptation de l'environnement de la personne en situation de handicap mental. Cette deuxième partie vise à aider les médecins généralistes à prendre en charge médicalement les TC : le handicap est une notion peu abordée durant les études médicales, et il n'existe pas à ce jour de référentiel clair et simple pour la prise en charge en médecine générale. We have seen in the first part the definition of behavioural disorders, their possible meanings and the adaptation of the environment of the person with an intellectual disability. This second part aims to help general practitioners to medically manage behavioural disorders: disability is a concept that is little discussed during medical studies, and to date there is no clear and simple reference framework for the management in general practice. [ABSTRACT FROM AUTHOR]

Social participation and development of self-determination for people with intellectual disabilities are at the heart of several international conventions (UN, 1971, 1975) and ministerial Quebecs policies (MSSS, 2001). The implementation of the educational program CASP-I, A competency-based approach to social participation (Gouvernement du Quebec, 2019) in Quebec represents a change for teachers of students with moderate to severe intellectual disabilities. In this program, self-determination is positioned as an important objective for the development of students' social participation (Algozzine et al., 2001 ; Cobb et al., 2009). However, the appropriation of this concept within schools is still partial (Cho et al., 2011 ; Shogren et al., 2014), which requires to support teachers succeed (Shogren et al., 2015 ; Whemeyer et al., 2013). The article will present the results of seven research interviews conducted with primary school teachers working with students with moderate to severe intellectual disabilities. The analysis of their representations of self-determination highlights the links between their knowledge and their beliefs about it, as well as the teaching practices that they associate with it. Recommendations are made to promote the appropriation of the concept of self-determination within Quebec schools and to support the accompaniment of teachers towards the desired change. [ABSTRACT FROM AUTHOR]

The main objective of this study is to discuss the possible comorbidity between the diagnoses of Intellectual Disability and Attention Deficit Hyperactivity Disorder, as well as to identify how diagnoses are made. A systematic review was conducted, using the Prisma method, being conducted in the databases PubMed, LILACS, Scopus and ERIC. A total of 679 were identified and 11 of them met the inclusion criteria. The review of the 11 studies indicates that 7 articles directly discuss the relationship between diagnoses and 4 of them discuss diagnoses tangentially. Although some evidence suggests that ADHD is a comorbidity found in children with ID, there are still disagreements on this topic, as diagnostic manuals do not indicate as a possible comorbidity. Thus, it is suggested the importance of the clinical view about the symptoms of each. [ABSTRACT FROM AUTHOR]

Au cours du vieillissement, les adultes ayant une déficience intellectuelle (DI) vivent de nombreux changements susceptibles d'influencer leurs possibilités d'exercer leurs activités quotidiennes et leurs rôles sociaux. Une bonne connaissance de leurs points de vue sur le sujet apparaît cruciale pour mieux adapter l'offre de services à leurs besoins. Cette recherche a pour but de mieux comprendre les points de vue des personnes ayant une DI à l'égard de leurs possibilités de participation sociale à travers l'avancée en âge. Des entrevues individuelles et un atelier participatif ont été réalisés avec des adultes âgés de 40 à 75 ans dans la ville de Québec. L'analyse de leurs propos a permis d'identifier leurs points de vue relatifs à trois thèmes, soit leurs capacités, les possibilités d'exercer leur participation sociale et les soutiens reçus. Pour conclure, des recommandations sont proposées afin que les pratiques soutiennent réellement leur participation sociale à travers l'avancée en âge.

The common belief is that disability is bad for the person who is disabled, that it has a negative effect on well-being. Some disability rights activists and philosophers, however, assert that disability has little or no impact on how well a person’s life goes, that it is neutral with respect to flourishing. In recent articles Stephen Campbell and Joseph Stramondo, while rejecting both views, claim that we cannot make any broad generalizations about the effect of disability on well-being. Whether they are right about physical and sensory disabilities, I do not know, but I argue that they are wrong about intellectual disabilities (ID). A broad generalization about intellectual disabilities is justified: it always has a negative impact on quality of life, even though there is no single negative impact. The disadvantages of ID are plain (all ID is bad) but complicated (its badness depends on multidimensional influences including biological condition, social environment and personal temperament).

For intellectually disabled adults, the place of fundamental knowledge (reading, writing and counting) remains a live question in our society where writing is omnipresent. This article is a description and an analysis of the first steps of an cooperation between members of a collective committed in a cooperative engineering (Sensevy, 2011) of which practice fields seem at first view distant from one another: staff in an ESAT (Etablissement Service d’Aide par le Travail: institution for help to disabled adults through work) adults with disabilities (called workers) and a researcher (the author of this article). More specifically, we will answer the following questions: what happens when actors from different cultures learn to work together? What is this new cooperation transforming? To do this, we will focus on cooperation in the ESAT restoration workshop between a worker, Walter, the instructors of this workshop and the researcher. Together, they will develop an accessibility tool, called constellation cards, that will allow Walter to mobilize counting in his professional activity.

Résumé: Les consultations gynécologiques des femmes en situation de handicap mental concernent plusieurs acteurs : le praticien, la patiente, et parfois la personne qui l'accompagne. Elles mettent en jeu le rapport au corps, au handicap, à l'intimité, parfois à la maternité ou à la maladie. Côté soignants, les jeunes médecins généralistes s'estiment insuffisamment formés aux questions du handicap tandis que, côté soignées, les femmes vivant avec un handicap mental se retrouvent souvent démunies lors de ces consultations. Cet article met en lumière les obstacles (pratiques, relationnels, communicationnels) au bon déroulement d'une consultation et propose des pistes d'amélioration. The gynecological consultations of women with mental disabilities concern several actors: the practitioner, the patient, and sometimes the person accompanying them. They bring into play the relationship with the body, disability, intimacy, sometimes maternity or illness. On the caregivers' side, young general practitioners consider themselves insufficiently trained in disability issues while, on the other side, women living with a mental disability often find themselves destitute during these consultations. This article highlights the obstacles (practical, relational, communicational) to the smooth course of a consultation and suggests areas for improvement. [ABSTRACT FROM AUTHOR]

Résumé: Un moyen de contraception est prescrit de manière quasi systématique chez les femmes en situation de handicap mental. Ce phénomène révèle nos peurs et représentations parfois erronées de la sexualité des personnes en situation de handicap. Il est souvent présenté comme une « sécurité », parfois imposé. L'implant est largement utilisé, perçu comme pratique et fiable pour les soignants. Mais que nous disent ces femmes au sujet de leur contraception ? A contraceptive method is prescribed almost systematically in women with mental disabilities. This phenomenon reveals our fears and sometimes erroneous representations of the sexuality of people with disabilities. It is often presented as "security", sometimes imposed. The implant is widely used, seen as practical and reliable for caregivers. But what do these women tell us about their contraception? [ABSTRACT FROM AUTHOR]

Résumé: L'examen pelvien, réalisé au titre du dépistage du cancer du col utérin, représente parfois un défi pour les patientes vivant avec un handicap mental. Si certaines se disent à l'aise au moment de l'examen, plusieurs décrivent un moment difficile, voire d'intenses blocages. Il est souvent perçu comme désagréable mais nécessaire, voire comme une obligation. Il est décrit comme un moment dangereux où l'on perd le contrôle, associé au risque ou aux souvenirs de violences sexuelles. The pelvic exam, performed as part of cervical cancer screening, can sometimes be a challenge for patients living with mental disabilities. If some say they are comfortable at the time of the examination, several describe a difficult moment, even intense blockages. It is often seen as unpleasant but necessary, often as an obligation. It is described as a dangerous time when you lose control, associated with the risk or memories of sexual violence. [ABSTRACT FROM AUTHOR]

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Later language development is defined as the increase in language complexity that occurs after the period of initial acquisition and during earlier years of schooling. In this context, this paper aims to describe how this process occurs in three different children populations: typical development (TD), specific language impairment (SLI) and intellectual disability (ID). To do this, the oral narratives of three groups of Chilean children are analyzed from a functional-discourse perspective. The sample consisted of TD=41, SLI=38 and ID=17 school-aged children, who retold a story presented in audiovisual format. The results show that the difference between the three groups is not based in the amount of interclause links used, but in the interclause relation types they prefer to build their stories into clause packages. The results indicate that the difference between the three groups is not based in the amount of interclause links used, but in the interclause relation types they prefer to build their stories into clauses packages.

Child institutionalization has been and continues to be an issue at the level of our country and not only. Children’s placement in institutions affects their development in all aspects. After reaching adulthood, many of those children who have gone through such an experience face difficulties in having an autonomous life, in integrating into community and into the labour market. The purpose of this paper was to capture some relevant aspects of the lives of some young people who had been institutionalized in the Cighid Hostel Hospital for Minors with Severe Disabilities, Bihor County. The study focused on highlighting the implications of institutionalization on the young people and the factors which determined their integration, even though they were labelled as ‘hopeless’. In the study 9 young people with mild and moderate mental deficiencies were included, who were institutionalized in the communist period at the Cighid Hostel Hospital and who, at present, benefit from the services of the Romanian and Alsterdorf German Association of from Oradea. The focus group method was used. The discussions focused on collecting information on the following areas of interest: aspects of the young people’s lives in the communist period/aspects of their lives in the period after 1989, how do these young people perceive institutionalization, school, their work, the support network, friendships, these young people’s life itinerary, wrong/inappropriate attitudes towards people with disabilities (prejudices, discriminatory actions), how they perceive their future. Our study results sustain that institutionalization determines young people’s development, with repercussions throughout their lives. Nevertheless, the study outlines a positive image of young people, who demonstrate responsibility and wish to contribute, as much as they can, to the continuous improvement of their lives and of those from their entourage. All these aspects are possible only with a constant support from the community services and from the specialists assisting these young people.

Résumé: Les personnes avec une déficience intellectuelle ont un risque plus élevé de développer un cancer colique ; le cancer du sein survient plus tôt et est plus souvent disséminé. Le taux de réalisation du dépistage organisé des cancers reste inférieur à la population générale. Cet article tente de comprendre les particularités du dépistage organisé des cancers chez les personnes avec une déficience intellectuelle et d'effectuer un focus sur une action de promotion en Auvergne-Rhône-Alpes. A higher risk of developing colorectal cancer is observed in people with intellectual disability; breast cancer occurs earlier and more often disseminated. However, the rate of organized cancer screening remains below the general population. This paper aims to understand the particularities of organized cancer screening for people with intellectual disability and to focus on a promotional action in Auvergne-Rhône-Alpes. [ABSTRACT FROM AUTHOR]

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Special education options are diverse and prepared to meet the needs of children with varying degrees of intellectual disabilities. However, many parents of children with an intellectual disability have a difficult time in organizing the religious educational alternatives for their children. A disabled child needs to be surrounded by catechetical specialist care. In this article, the author points out the pedagogical and catechetical challenges of special education and catechesis. At the beginning, three basic educational environments are presented followed by the major aspects of the Catholic religious education: knowledge of God, prayer, and preparation for the sacrament of Penance and the Eucharist.

Résumé Les auteurs font une méta-analyse qualitative de 22 articles ou chapitres de livre concernant le cadre et les interventions dans les entretiens avec les personnes présentant une déficience intellectuelle. Ils analysent ce qui y est dit des difficultés rencontrées par les interviewers et les interviewés et des stratégies proposées pour favoriser l’expression des personnes DI et ne pas l’entraver. Les auteurs font une synthèse concernant les recommandations proposées par les chercheurs concernant surtout la forme des interventions et le climat des entretiens. En conclusion, ils pointent la nécessité de développer les travaux centrés sur les conditions permettant aux personnes déficientes intellectuelles d’être dans les conditions optimales pour parvenir à communiquer sur leur vie intrapsychique et intersubjective. L’article se termine par des pistes de recherche à développer à l’avenir. The authors conduct a qualitative meta-analysis of 22 articles or chapters from books relating to interviews with intellectually deficient people. They analyse what is said about the difficulties encountered by both interviewers and interviewees and the strategies proposed to break down barriers to intellectually deficient people speaking out. A summary is made of the recommendations made by researchers relating to the shape interventions are to take and the general environment for interviews. By way of a conclusion, the authors stress the need to develop works focusing on the conditions that may enable intellectually deficient people to be in the best position to talk about their intrapsychic and intersubjective life. The article is rounded off by ideas as to how research can be further pursued on the issue. [ABSTRACT FROM AUTHOR]

Résumé Le Double Diagnostic est un concept clé pour la prise en charge des personnes déficientes intellectuelles. Cependant, ce concept a encore peu été investigué dans le champ médicolégal. Si ces patients présentant une déficience intellectuelle sont souvent considérés comme un groupe homogène, les résultats des études mettent en évidence une diversité des profils psychopathologiques. Cet article discute les multiples enjeux évaluatifs et thérapeutiques qui en découlent. Among persons with an intellectual disability, several studies highlight the heterogeneity of psychiatric disorders. For years, Dual Diagnosis, the comorbidity between an intellectual disability and a psychiatric disorder is a key topic in the management of those persons. However, there are few studies on Dual Diagnosis among forensic inpatients. Those patients seem to present specificities in their psychopathological profiles. If forensic inpatients with intellectual disabilities are often seen as a homogeneous group, study results show differences of their profile between patients with intellectual disabilities with psychiatric comorbidity and those without comorbidity. In the light of these elements, different issues occur including an improved understanding of the specificities of patients with a Dual Diagnosis as well as for the care perspectives. [ABSTRACT FROM AUTHOR]

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People with intellectual disabilities should receive the same healthcare as those offered to the general population. However, they have weakened defense capabilities compared to the rest of the population and are therefore more vulnerable, with somatic, psychological, and psychosocial crises being more frequent and becoming complicated to manage. Usually, a primary assessment can reduce the need for transfer to emergency departments, but some situations may become complex and require hospital-based care. In this article, we will examine the issues related to the vulnerability of patients with intellectual disabilities in emergent or urgent situations, addressing the challenges they face and the measure that can be taken to ensure care that is tailored to their needs., Competing Interests: les auteurs n’ont déclaré aucun conflit d’intérêts en relation avec cet article.

The present article discusses the public policies of the Education and Health that are in development in the country for the people with intellectual disabilities in the context of sexual and reproductive rights, from the problem of STD/AIDS. It examines the issue of social inclusion under the Convention on the Rights of Persons with Disabilities of the United Nations Organization, ratified in Brazil in 2008, and other official documents of public policy in the country, to reducing vulnerabilities in this population. It discusses the concept of vulnerability and analyzes the individual, social and programmatic dimensions, about the advances and challenges in the implementation of effective social policies and social programs in these sectors in the contemporary scenario.

INTRODUCTION: autism spectrum disorders (ASD) is a neurodevelopmental disorder that has been rarely diagnosed in Sub-Saharan Africa. Although a proportion of children do present features of ASD in the Democratic Republic of Congo (DRC), little is known about it prevalence. Often, the co-morbidities constitute the upfront symptoms and therefore may it recognition and management difficult, aggravating as such the prognosis. The present study therefore aimed at studying the clinical profile of autism spectrum disorder (ASD) and the associated morbidities among children and adolescents in outpatient clinics in Kinshasa, the Democratic Republic of Congo. METHODS: we conducted a cross sectional study in the three outpatients centers receiving patients referred for neurodevelopmental disorders in Kinshasa, DRC, from June 2008 to June 2010. A total of 450 subjects aged from 1-18 years old were referred and included in the study. The clinical diagnosis for ASD was made using the DSM-IV-R and the ADIR. Co-morbidities were identified using DSM-IV-R criteria together with an extensive clinical interview and observation. All patients were subject to an intellectual quotient evaluation and an electroencephalogram reporting. RESULTS: of the 450 subjects referred, 120 (29.3%) received the diagnosis of ASD, with boys outnumbering girls (OR 3:1. The mean age was 7.9 years (SD 3.4) (p= 0.001). Intellectual disability (75.83 %) and epilepsy (72.50%) were the main co-morbidities significantly associated with autism (p= 0.001). It was also found that co-morbidities were most frequent in subjects with an I 70 (p=0.05). CONCLUSION: ASD is frequent among patients referred for neurodevelopmental disorders in the three outpatient's centers for neurodevelopmental disorders in Kinshasa. Males seem to be more affected than female. The main co-morbidities were epilepsy and intellectual disabilities. Our findings suggest that it is important to screen for ASD and co-morbidities among all subjects referred for neurodevelopmental disorders and to undertake survey on ASD in various structures of rejected children from the society in Kinshasa DRC. This will help to identify and manage ASD and associated co-morbidities at an early stage for a better prognosis.

A educação dos filhos é sem dúvida um dos maiores desafios que os pais podem enfrentar. Educar é uma tarefa trabalhosa e pode se agravar com a chegada de um filho com deficiência intelectual. Nesse momento, é natural que todas as expectativas dos pais no que se refere à educação que almejavam dar ao filho sejam questionadas. O objetivo deste estudo é evidenciar o nível de estresse parental e as práticas educativas utilizadas por pais de crianças entre zero e seis anos de idade, tanto com desenvolvimento típico quanto com desenvolvimento atípico (deficiência intelectual e síndrome de Down). O método incluiu análises descritivas e inferenciais, com a participação de 61 pais, divididos em três grupos, cujos resultados permitem deduzir que há diferenças na escolha de práticas educativas entre os diferentes grupos de pais e que pais de filhos com deficiência intelectual são mais estressados que pais de crianças típicas e com síndrome de Down. A partir da pesquisa realizada, pode-se concluir que pais de filhos com desenvolvimento atípico precisam de redes de apoio eficientes que orientem suas práticas educativas. Sugere-se investir em novas pesquisas e na organização de programas estruturados para trabalhar com pais e filhos, a fim de minimizar o nível de estresse parental e favorecer práticas educativas eficientes.By assuming the parental role, parents face the challenge of educating. One of the adversities which can affect the family system is the birth of a child with intellectual disabilities. When it happens, it is natural for the family to question the education plan. Therefore, the objective of this research was to identify the educational practices used by parents of 3 to 6 year old children with typical and atypical development (intellectual disabilities and Down's syndrome) and the parental stress level. The method includes descriptive and inferential analysis. 61 parents participated in this research, whose results confirmed the hypothesis that different parental practices are chosen by different groups of parents, and that parents of children with intellectual disabilities are more stressed than the other parents. The hypothesis that the age of the children influences the parental practices was contradicted. This research concluded that parents of children with intellectual disabilities need a support network to guide their educational practices. New researches and programs to deal with these families should be done in order to minimize the stress level and support efficient educational practices.

Résumé Contexte et objectif L’hétérogénéité du profil de développement cognitif et socio-émotionnel des enfants avec trouble du spectre de l’autisme et retard de développement associé est déjà établie. D’autre part, l’intensité des troubles autistiques a un impact de mieux en mieux identifié sur le développement de ces enfants. Notre étude vise à établir le profil de développement d’enfants avec autisme et présentant un retard sévère de plusieurs pays (Algérie, Belgique, Brésil, Canada, France, Grèce et Espagne) et d’en analyser les particularités. Méthode Au total, 130 enfants avec autisme (CIM-10, DSM-IV-TR) et retard de développement ont été évalués à l’aide de l’échelle Childhood Autism Rating Scale et de la Batterie d’évaluation cognitive et socio-émotionnelle (BECS). Un recueil de données rétrospectif et prospectif a été effectué grâce à diverses collaborations de recherche en Algérie, Belgique, Brésil, Canada, France, Grèce et Espagne. Les évaluations ont été réalisées par des psychologues spécifiquement formés à la passation de la BECS, un instrument de mesure innovant adapté aux enfants avec autisme de moins de 2 ans d’âge de développement. Résultats Les analyses statistiques mettent en évidence l’hétérogénéité du développement des enfants avec autisme de l’étude et surtout le facteur aggravant de la sévérité des troubles autistiques, à la fois sur le niveau de développement et l’hétérogénéité du profil de ces enfants. De plus, une forte corrélation a été identifiée entre ces deux derniers indices, l’hétérogénéité étant d’autant plus grande que le niveau de développement est bas. Conclusion Les profils de développement d’enfants avec trouble du spectre de l’autisme et déficience intellectuelle sont spécifiques. Ce type de recherche est indispensable pour une meilleure compréhension de ce syndrome et l’adaptation des interventions. Aim and background In a developmental psychopathology perspective, it considers that children with autism spectrum disorders present a heterogeneous cognitive and socio-emotional developmental profile. Furthermore it was already demonstrated that the severity of autistic disorders had an incidence on the cognitive and adaptive skills of these children. So the current study investigate cognitive and socio-emotional developmental profile of intellectual disability and autistic children from several countries (Algeria, Belgium, Brazil, Canada, France, Greece and Spain) and to analyse peculiarities. Methods A sample of 130 children with both autism (CIM-10, DSM-IV-TR and Childhood Autism Rating Scale) and developmental delay were studied with retrospective and prospective methods of assessment. They range in age from 3 to approximately 10 years, with an average of 5 years and 7 months (sex-ratio = 3.5:1). Individuals were tested using the Social Cognitive Evaluation Battery (SCEB) by trained psychologists from public and private institutions specialized in diagnosis and intervention in autism. The Social Cognitive Evaluation Battery is a pertinent instrument for the developmental assessment of autistic children with a developmental age of less than 2 years and permits assess sixteen functional abilities in cognition and socio-emotional domains (self-image, symbolic play, object-relation schemata, operational causality, means aims, spatial relations, object permanence, behaviour regulation, social interaction, joint attention, expressive and comprehensive language, vocal and gesture imitation, affective relation, emotional expression). Results The analysis with Pearson correlation coefficients highlights a link between levels of development, heterogeneous and severity of autism. So children with greater autism spectrum disorder severity were more likely to present with fewer level of development and more heterogeneous at the Social Cognitive Evaluation Battery. On the other hand, the more level of development is high, the more heterogeneous is low. Conclusion The developmental profiles of autism spectrum disorder and intellectual disability children were very heterogeneous and specially correlated to the severity of the disorders. The results suggest that fifth American psychiatric classification with level severity categories is adapted. The identification of developmental profile of these children is very important to improve comprehension of syndrome and adapt the intervention. [ABSTRACT FROM AUTHOR]

Résumé Au cours de l’année 2009, deux événements modifièrent l’organisation du sport des personnes dites handicapées mentales et psychiques : d’abord la reconnaissance ministérielle des sportifs d’élite de la Fédération française du sport adapté (FFSA) comme athlètes de haut niveau, ensuite leur réintégration dans le mouvement paralympique. C’est dans un tel contexte que naissent en 2010 des structures d’entraînement appelées « pôles France » destinées aux athlètes de haut niveau de la FFSA. Cet article propose à partir d’une enquête ethnographique de mettre au jour les éventuels infléchissements ou transformations des parcours de vie et de l’identité que peut générer chez des sportifs, catégorisés comme déficients intellectuels, l’entrée dans une carrière de « sportif de haut niveau » et son déroulement. L’expérience de l’intensification, de l’amélioration et de la réussite compétitive de la pratique sportive conduit à l’expression d’une fierté sportive qui, en dehors du monde sportif, reste souvent discrète et concomitante du maintien d’une certaine stigmatisation. Pour la plupart des athlètes, leur expérience au sein du pôle France se traduit par une distanciation vis-à-vis du monde médico-social et par un désir d’inscription et de participation sur la longue durée au sein du sport adapté, démentant ainsi un supposé désir d’inclusion de leur part au sein du monde ordinaire. During year 2009, the organization of sport for people labeled as intellectual or psychic disabled has been modified by two events: elite athletes of the French federation of adapted sport (FFSA) were recognized officially as high-level athletes by the government, then they were reintegrated to the paralympic movement. In this context, in 2010, training structures called “pôle France” were created for the high-level athletes from the FFSA. This article, based on an ethnographic research, offers to update any inflection or changes in life course and identity that can be generated for athletes labeled as intellectually disabled, by joining a career of “high-level sport”. The experience of sport intensification, improvement of success of competitive practice, leads to the expression of a pride that, outside the sport world, is often discreet, and concomitantly some stigma perdure. For most athletes, their experience in the France Center result in a distancing towards medico-social world, and create a desire for participation in adapted sport in long-term, contradicting their supposed desire for inclusion in the ordinary world. [ABSTRACT FROM AUTHOR]

Résumé À partir d’une enquête qualitative réalisée par entretiens avec des personnes considérées comme « handicapées mentales » et des éducateurs spécialisés en France et en Suisse, cet article présente une typologie des scripts sexuels développés par des personnes « handicapées mentales », dans le contexte de promotion du concept de « santé sexuelle » qui se diffuse actuellement dans le milieu de l’éducation spécialisée. Les résultats opèrent une rupture avec les représentations dominantes en déconstruisant les spécificités communément prêtées à la sexualité des personnes ainsi désignées. Alors que, de façon quasi systématique, leurs comportements sexuels sont expliqués par leur seul handicap, l’analyse montre que les différentes catégories de sexualité observées ne sont pas propres aux personnes « handicapées ». En revanche, elle met en évidence l’influence de la désignation en tant que personnes « handicapées mentales » sur la vie sexuelle de celles et ceux qui en ont fait l’objet, et donc le caractère socialement construit de cette sexualité. Summary This article is based on a qualitative survey held by interviews with people considered as “intellectually disable” and specialised social workers in France and Switzerland. It presents a typology of the sexual scripts developed by “intellectually disable” people in the context of promotion of the “sexual health” concept which is presently spreading in the environment of specialised education. The results operate a break with the dominant representations by deconstructing the specificities lent to the sexuality of “intellectually disable” people. Whereas their sexual behaviours are almost systematically explained by their disability only, the analysis shows that the various categories of sexuality observed are not peculiar to the « disable » people. On the other hand, it highlights the influence of the « intellectually disable » labelling on their sexual life and consequently demonstrate the socially constructed character of this sexuality. [ABSTRACT FROM AUTHOR]

The aim of this study is to evaluate the frequency of colorectal cancer and the screening participation rate of adults with intellectual disability living in institutions in France. To date, these data for this specific vulnerable population are lacking. The study population concerned 9,104 persons living in 1,519 institutions who were invited to participate in the Handicap-Santé Survey of the French National Institute for Statistics and Economic Studies in 2009. Three colorectal cancers were reported. The participation rate of adults aged 50-74 years to colorectal cancer screening was 24% in these institutions versus 34% in the French general population. Following positive fecal occult blood test, 2.4% of the study population underwent colonoscopy, a percentage very close to the 2.7% rate reported in the general population in 2009-2010. These data should be taken into account for an optimal cure and care of colorectal cancer in people with intellectual disability. [ABSTRACT FROM AUTHOR]