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The issue of affective and sexual relationships in intellectual disability (ID) has been hidden and even denied for a very long time. The research focuses on the point of view of professionals working in the field of ID. Through a qualitative-quantitative research design, the aim was, on the one hand, to understand whether sexuality and affectivity are topics that are addressed within the various structures through projects or courses, and, on the other hand, to give space to the representations, practices, and experiences of the professionals themselves. Data show an acknowledgement of the importance that people with ID can have sexual and affective experiences, but, at the same time, a gap in daily practices, which is attributed to three reasons: the lack of training; the idea that there are needs that are more important to work on; the difficulty of sharing ideas about this topic in the team.

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Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives The purpose of this paper is to present the method of story therapy in the process of revalidation of a child with intellectual disabilities. Material and methods The source materials for this publication will be various monographs and articles by Polish special educators. The collected material will allow to synthetically realize the indicated purpose of the work using the analytical-critical method. Results Fairy tale therapy has a positive impact on the process of revalidation of a child with intellectual disabilities. In a simple and natural way, it helps the child understand and assimilate a reality that may sometimes be incomprehensible to him. It is a new, non-invasive, gentle form that is designed to be enjoyable, entertaining and fun. Its purpose is to encourage interaction, openness to dialogue. Conclusions Fairy tale therapy helps students (especially at younger ages) to strengthen their sense of self-esteem and independence, which are necessary for proper functioning in the world of internal as well as external experiences. In addition, it allows to improve and develop various spheres of functioning of a child with intellectual disabilities.

The purpose of this work is to propose a working suggestion for all professional, that, within the school, meet people with sensory and intellectual disabilities on a daily basis. First, the characteristics of the different disabilities are illustrated, then the adapted activities are described. Activities adapted are, by definition inclusive, promote optimal living conditions and a good system of relationships. Through sport, in fact, people with disabilities could feel part of the community and its network of relationships. Nowadays everyone can practice sports, having the opportunity to try their hand in various disciplines. Sport is an important educational tool that, through targeted actions, becomes fundamental for emancipation and growth. This work was born out of the need to help children with intellectual and sensory disabilities in everyday life, through motor activity, setting as objectives the improvement of motor skills, attention, concentration, and of the basic motor schemes, the psychic, intellectual and sensory conditions, the strengthening of relationships with others, in particular with peers, the development of self-discovery and confidence in one’s own abilities and autonomy in daily activities.

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores multiple aspects of the inclusion processes related to the CRPD (Convention on the Rights of persons with disabilities) implementation process carried out in Asti (NW Italy) between 2016 and 2020. For the purpose of this article, data have been collected regarding the work of social work professionals, who supported individuals and families following the methodology of “enabling co-design”. The results show the necessity to allow interventions that create a support network to achieve full and equal citizenship, rethinking the transition to adult life through new epistemological categories that make it possible to overcome, both in theory and in practice, what is currently defined as a special adulthood. This goal may be achieved by adopting approaches that are more coherent with the scenario defined by the approval of the CRPD for the rights of persons with disabilities. Processi di inclusione per persone con disabilità intellettiva attraverso le reti negoziali multiple. Questo articolo esplora molteplici aspetti dei processi di inclusione relativi al percorso di attuazione della CRPD svolto ad Asti tra il 2016 e il 2020. Ai fini del presente articolo sono stati raccolti dati relativi al lavoro degli operatori che hanno sostenuto persone con disabilità e famiglie seguendo l’approccio della coprogettazione capacitante. I risultati mostrano la necessità di promuovere interventi che creino una rete di supporto per raggiungere una cittadinanza piena e paritaria, ripensando il passaggio alla vita adulta attraverso nuove categorie epistemologiche che permettano di superare, sia in teoria che in pratica, ciò che è attualmente definito come un adulto speciale. Questo obiettivo può essere raggiunto adottando approcci più coerenti con lo scenario definito dall'approvazione della CRPD per i diritti delle persone con disabilità.

The goal of this piece is to bring the findings of a research about curricular teacher’s and curricular support teacher’s attitude with students with intellectual disabilities (ID). The results underline the central role of reflective competence to work on the implicits and social knowledge that affect the whole world of disability. The following evidences invite to make the most of laboratory and indirect internship experiences, in the initial training, with the aim of promoting a mature self-awareness, essential to build authentically inclusive contexts. Per una formazione a partire dagli atteggiamenti: la competenza riflessiva come possibilità inclusiva L’obiettivo di questo contributo è quello di portare i risultati di una ricerca sugli atteggiamenti degli insegnanti curriculari e curriculari di sostegno rispetto agli studenti con disabilità intellettiva (DI). I risultati sottolineano la centralità della competenza riflessiva per lavorare sugli impliciti e sulle conoscenze sociali che riguardano tutto il mondo della disabilità. Le seguenti evidenze invitano a valorizzare maggiormente le esperienze laboratoriali e di tirocinio indiretto, nel percorso di formazione iniziale, con lo scopo di promuovere una autoconsapevolezza di sé matura, essenziale per poter costruire contesti autenticamente inclusivi.

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The concept of quality of life is receiving more attention as a tool for evaluating policies and practices aimed at people with disabilities. This case study describes the process of professional inclusion of Giulia, a girl with Down Syndrome over the last three years of her attendance at a professional school in Northern Italy and the impact that this experience had on her quality of life and on the quality of life of the people who took part in this project. This research intends to: describe the three-year individualized process that lends to the professional inclusion of Giulia in a restaurant; highlight the benefits deriving from work for both oneself and one’s work colleague; emphasise synergies and strategies used in this experience. The paper ends with an analysis of the factors that can favour a positive experience and which can be a starting point for other similar experiences. Qualità della vita e orientamento professionale per le persone con disabilità intellettiva: uno studio di caso in Lombardia Il concetto di qualità della vita sta ricevendo una crescente attenzione come strumento per valutare le politiche e le pratiche rivolte alle persone con disabilità. Questo studio di caso descrive il processo di inclusione professionale di Giulia, una ragazza con Sindrome di Down, durante gli ultimi tre anni di frequenza di una scuola professionale lombarda e l’impatto che questa esperienza ha avuto sulla sua qualità di vita e su quella delle altre persone che hanno preso parte a questo progetto. La ricerca intente: descrivere il percorso individualizzato che ha condotto all’inclusione professionale di Giulia in un ristorante; sottolineare i benefici dell’attività lavorativa sia per lei che per i suoi colleghi; enfatizzare le sinergie e le strategie che hanno caratterizzato questa esperienza. Il lavoro si chiude con un’analisi dei fattori che possono favorire un’esperienza positiva e che possono essere un punto di partenza per altre esperienze simili.

Sexuality in one of the most important aspects of human life, and although people with intellectual disability (ID) have the same sexual needs as those without any disability, yet their sexuality is often restricted by reluctant attitudes and fears based on irrational beliefs. therefore, the sexuality of people with ID is a "special case" both from medical, pedagogical, psychological and ethical point of view. This review summarizes current knowledge and the heterogeneous studies about different areas of sexuality in adolescents and adults with ID. The article is divided into four paragraphs. In the first paragraph, qualitative studies are examined, in which it is described how people with ID face attitudinal and service barriers when attempting to form intimate relationships, while positive interpersonal relationships are beneficial, acting as a protective factor against social stigma and negative outcomes such as physical and mental health problems. The research findings demonstrate how poorly integrated people with ID disabilities are within mainstream society and raise questions about how best to support these people with sexuality and intimate relationships, increasing awareness of their sexual rights, of the importance of physical contact in the close relationships, and also their self-efficacy perceptions and performance of safer sex practices to prevent negative sexual consequences, promoting positive support arrangements. In the second paragraph, quantitative studies are analysed, investigating sexual activity and sexual health amongst people with ID. Although sexuality plays a major role in the socialization of people, few studies have examined the sexual behaviours of individuals with developmental disabilities. The results of the most important studies underline that, on the whole, behavioural and sexual problems are more common in people with ID than in normal people. Moreover, most young people with ID have sex and are more likely to have unsafe sex than their peers. However, the phenomenon of sexuality of people with a higher degree of intellectual disability is an issue that needs further constant analysis. The research has also made it possible to detect what kind of sexual behaviour people with ID undertake and the value of sexuality for such people. The results obtained emphasize the need to draw up educational programmes, differentiated according to gender and adapted to their reality, which include contents related with sexual health, sexual abuse and condom use, and to develop culturally sensitive interventions to improve knowledge and awareness of sexual needs. The third paragraph explores how lesbian, gay, bisexual and trans (LGBT) people labelled with ID experienced their sexual identities. There are few recent studies and available findings are often contradictory and inconsistent. Often people who are LGBT face a whole range of rights violation when it comes to exercising their sexual identity and can face many challenges in society including accessing education, care and support appropriate to individual needs. Specific problems impact the lives of homosexual people with ID, namely the high prevalence of negative sexual experiences, the lack of support, training and sex education, and their search for a suitable partner. Therefore, there is a need for service providers and carers to be more responsive to the concerns of people with ID who identify as LGBT to improve their health and well-being by reducing stigma and discrimination and by increasing awareness of their care and support needs. The fourth paragraph provides a review about the inappropriate sexual behaviour (ISB) and the sexual abuse literature relevant to individuals with an ID. The incidence of ISB among the intellectually disabled is 15-33%, however, the nature tends to be more socially inappropriate than with violence intent, so many sex offenders commit other offenses such as vandalism or assault. The prevalence of sexual abuse is 6.10% when it is self-reported and 28.6% when is reported by professionals, and the findings confirmed that children and adults with an ID are at a higher risk of sexual abuse than non-disabled peers. People who self-reported cases of abuse present poorer quality of life, more negative attitudes towards sex and a lower capacity to identify situations that entail a risk of sexual abuse. On the whole, these findings highlight the need to tackle the barriers to sexual knowledge faced by people with ID, and the need to take account of the broader social context of their lives when doing so. Providing sex and relationship education ID people would help them achieve a fulfilling and rewarding sexual experience and make them less vulnerable to sexual abuse. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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.

A Math-Learning Program for Primary-School Children with Down Syndrome: Fenix Didò In Italy, where the study comes from, children with disability attend mainstream schools and classes. Therefore, children with ID are rarely involved in suitable learning programs. This article describes an experience of cognitive enhancement for children with Down syndrome attending primary schools based on the Phoenix project, originally designed to cognitively stimulate children in a socio-cultural deprivation context. The study involved five state primary schools in the province of Cuneo along with ten children with Down syndrome attending mainstream primary schools, and their families. The study aimed to assess the effectiveness of the Phoenix project with children with learning problems connected to ID, to understand whether and which adjustments to the project should be suitable, and to involve both schools and families in order to start a formative support service for them. The findings of the Phoenix Didò program show that this experimental project is also suitable for working with children with ID. Moreover, it shows that customization is appropriate when time and also the number of games for each skill are concerned. Introducing the program in the schools showed teachers the possibility of using a different approach to their work. On the teachers’ request, the research team organized a course for teachers and parents of children with ID on learning strategies and math learning in primary school. There are two main issues with regard to future research possibilities: testing the Phoenix method with others disabilities and in an inclusive context.

The case of a 23 years old woman, affected by the Cohen syndrome, who underwent general anesthesia for extensive dental surgery, is reported. The Cohen syndrome is an autosomal recessive syndrome that causes mental retardation, obesity, short stature as well as oral, ocular, and limb anomalies. The problems the anesthesiologist could deal with include the capacity of the patient to cooperate; difficult intubation because of maxillary hypoplasia, micrognathia, narrow and high-arched palate, and prominent maxillary central incisors; generalized muscular hypotonia; moderate leukopenia, that could theoretically increase the risk of infection: and, finally, possible associated mitral valve prolapse or hiatus hernia. In the case reported the presence of mitral valve prolapse or hiatus hernia was ruled out echographically. The patient was premedicated with diazepam and atropine i.m.; general anesthesia was carried out by propofol-fentanyl association and myorelaxation was obtained with atracurium. Nasotracheal intubation was performed easily in spite of oral anomalies so that the usefulness of thyromental distance, which was 7 cm long, as a clinical test to evaluate a potentially difficult intubation was confirmed. Noteworthy, the thyromental distance was the only test which was suitable for the uncooperative patient. At the end of surgery muscular tone recovered promptly and the endotracheal tube could be regularly removed. No complication was registered postoperatively.

The paper reports a case of Freeman-Sheldon's syndrome in which a medium-slight degree of mental retardation which was not associated to malformations of the CNS was observed in addition to other typical symptoms. The presence of an hiatal hernia and vesico-ureteral reflow was also noted; to date it is still not possible to establish whether these visceral anomalies are chance findings or whether they are the result of a genetic defect involving tissues of different embryonal origin. Further studies are required to increase our knowledge of Freeman-Sheldon's syndrome and other nosologically related pathologies.

The authors use clinical examples to describe their experience as child neuropsychiatrists treating the handicap. They emphasize the need for integration between services and the importance of structured interviews with families as well as rehabilitation and therapy for the child. Special attention must be dedicated to the patient during the adolescent phase, which is a crucial one for his/her family. He still needs to be supported and actively involved in what is a potentially positive transformation process.

The growing interest regarding the importance of oral health in subjects affected with physical and psychological handicaps has led the Authors to prepare a programme of oral hygiene aiming at the prevention of dental and periodontal diseases and demanding the participation of the other members of the families, the educators and the specialized staff put at the head of their assistance. Fifty-three subjects presenting different pathologies, who have undergone elementary operations of oral hygiene, have been examined. In order to value the efficacy of these systems, DI (Debris Index), CI (Calculus Index) and OHI (Oral Hygiene Index) of Greene and Vermillion have been periodically calculated. The results obtained have been encouraging and have emphasized the importance of the behaviour of family and institutions towards people with physical and psychological handicaps, in order to let a project of primary prevention succeed.