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[Esp] El empleo siempre ha sido un tema importante relacionado con el sustento de las personas en el país. Como grupo desfavorecido, el problema del empleo merece más atención por parte del estado. Debido a los defectos físicos, el bajo nivel de educación y las habilidades vocacionales débiles, solo una pequeña cantidad de personas con discapacidades puede tener un trabajo para ganarse la vida. Las personas con discapacidad suelen ser simpatizadas por el gobierno y las organizaciones sociales para rescatar a los grupos vulnerables. Ahora, con el desarrollo de Internet, Internet ha roto las restricciones sobre las horas de trabajo y el espacio de trabajo, y ha brindado a las personas más oportunidades de empleo y nuevas formas de empleo. Del mismo modo, el desarrollo de Internet también ha afectado al empleo de las personas con discapacidad. Este artículo analiza principalmente los cambios en el trabajo de los discapacitados debido a Internet y analiza las ventajas y desventajas que estos cambios traen a los discapacitados. Posteriormente, este artículo presenta sugerencias y medidas de mejora desde tres aspectos: familia, sociedad y gobierno. [Eng] Employment has always been an important issue related to people's livelihoods in the country. As a disadvantaged group, the employment problem deserves more attention from the state. Due to physical handicaps, low level of education, and weak vocational skills, only a small number of people with disabilities can have a job for a living, and most people. People with disabilities are often sympathized by the government and social organizations to rescue vulnerable groups. Now, with the development of the Internet, the Internet has broken restrictions on working hours and workspace and has provided people with more job opportunities and new forms of employment. Similarly, the development of the Internet has also affected the employment of people with disabilities. This article mainly looks at the changes in the work of the disabled due to the Internet and discusses the advantages and disadvantages that these changes bring to the disabled. Subsequently, this article presents suggestions and improvement measures from three aspects: family, society and government Facultad de Ciencias de la Empresa Universidad Politécnica de Cartagena

[No Abstract Available]

Background: Obsessive-compulsive disorder (OCD) and attention-deficit/hyperactivity disorder (ADHD) are two common neuropsychiatric conditions. Obsessive beliefs, comprising the importance and control of intrusive thoughts, inflated sense of responsibility for harm, overestimations of threat, perfectionism, and intolerance of uncertainty have been suggested to influence OCD symptomatology. Although OCD patients with ADHD have been reported to have different clinical characteristics compared to patients with OCD without ADHD, it has not been previously investigated whether OCD patients with and without ADHD differ in terms of obsessive beliefs. The aim of this study was to compare the obsessive beliefs and obsessive-compulsive symptoms of OCD patients with and without ADHD. Methods: The study included a total of 197 OCD patients who were assessed with the sociodemographic data form, Wender Utah Rating Scale, Turgay’s Adult ADD/ADHD Diagnosis and Evaluation Scale, The Adult ADHD Self?Report Scale, Obsessive Beliefs Questionnaire-44 (OBQ-44), Yale-Brown Obsessions and Compulsions Scale, Dimensional Obsessive-Compulsive Scale (DOCS), Beck Depression Inventory (BDI), and Beck Anxiety Inventory (BAI). Results: The scores of all subscales of OBQ-44, the responsibility, unacceptable thoughts, and symmetry subscales of DOCS, BDI, and BAI scores were higher in the OCD with ADHD group than in the OCD only group. The results showed that when depression and anxiety were controlled, “the importance and control of intrusive thoughts” domain of obsessive beliefs was the unique predictor of OCD and ADHD comorbidity. Conclusion: These findings provide a better understanding of cognitive features in OCD patients with ADHD. © 2021, AVES. All rights reserved.

The article briefly presents a didactic research that analyzes the formation and introduction of scientific notions specific to Chemistry through active-participatory methods for obtaining higher school results, triggering students' interest, active involvement in their own training, thus ensuring the optimization of the teaching and learning chemistry to students with mental disabilities in special school. The fundamental objective of the research was to demonstrate the importance of active-participatory methods in the formation of notions in the Sciences curricular area in general, respectively in the discipline of Chemistry in particular, where the student becomes an active participant in his own training. Through active-participatory methods used in the process of learning, recovery and socialization of the mentally handicapped, it becomes possible to achieve the fundamental objectives of acquiring knowledge, to accelerate students’ work pace, bring the class working together and train as many students as possible during the lessons. During the activities based on interactive methods organized in groups, it was found that the students modeled their behavior, the spirit of organization increased being more orderly and more involved in solving the work tasks received; interpersonal relationships and cooperation between students have improved (better students help their colleagues to understand the notions taught, this fact leading to an increase in their own results).

[Esp]La finalidad que se busca conseguir con la elaboración de este TFE es la creación un plan estratégico cuyo objetivo sea la integración de nuevos puestos de trabajo para personas con discapacidad intelectual, a través de la asociación CEOM (Asociación para la Integración de Personas con Discapacidad Intelectual). CEOM es una asociación que se dedica a realizar dos actividades fundamentales: una como Centro de Día y como Centro Especial de Empleo, donde se encarga de ofertar servicios de limpieza de interiores. Se trata de una asociación sin ánimo de lucro, que cuenta con más de 30 años de experiencia en la Región de Murcia. Para establecer el plan estratégico, a lo largo del trabajo se ha realizado un análisis general en cuanto a las oportunidades y amenazas del contexto hacia la asociación, así como las fortalezas y debilidades más relevantes que le proporciona el entorno interno a dicha organización. De esta manera, es posible conocer cuáles son sus ventajas competitivas. A partir de los datos extraídos del DAFO se extraen determinadas estrategias o propuestas destinadas a potenciar el empleo y a formular nuevas estrategias laborales que puedan llevar a cabo los asociados a CEOM por medio de su Centro Especial de Empleo, a partir del análisis y revisión de otros Centros Especiales de Empleo tanto a nivel nacional como regional. [Eng]The aim that is sought to achieve with the preparation of this TFE is the creation of a strategic plan whose objective is the integration of new jobs for people with intelectual disability, through the CEOM association (Association for the Integration of People with Intellectual Disabilities). CEOM is a association dedicated to carrying out two fundamental activities: one as a Day Center and as an Special Employment Center, where it is responsible for offering interior cleaning services. It is a non-profit association, which has more than 30 years of experience in the Region of Murcia. To establish the strategic plan, throughout the work a general análisis has been made regarding the opportunities an threats of the context towards the association, as well as the most relevant strengths and weaknesses provided by the internal environment of the organization. In this way, it is possible to know what its competitive advantages are. Based on the data extracted from the SWOT, certain strategies that those associated to promote employment and to formulate new labor strategies or proposals formulate new labor strategies that those associated with CEOM can carry out through its Special Employment Center, base on the análisis and review of other CEE both at nacional and regional level. Facultad de Ciencias de la Empresa Universidad Politécnica de Cartagena

Background Abundant clinical evidences indicate that the increased risk of cerebral palsy (CP) may be associated with the intrauterine exposure to maternal infection. Cytomegalovirus (CMV) is a common cause of CP. However, little is known about the relationship between the intrauterine exposure of the fetus to CMV infection and CP. This study aims to explore the relationships between intrauterine CMV infection and clinical symptoms, classification, intelligence development and brain neuroimaging findings in children with CP. Methods In this study, 147 children with CP in recent 6 years were retrospectively analyzed (average age: 14.76 ± 3.07months; sex (M/F): 103/44). 148 children had CMV IgG and IgM positive sera identified by TORCH examination were selected as the control group (average age: 15.10 ± 3.21months; sex (M/F): 102/46), which also undergo the examination of CMV-DNA in urine. The age and sex of children in the control group were matched with those in the CP group. CMV-DNA in urine was detected by CMV fluorescence quantitative PCR, and t-test was performed to analyze the number of copies. For the CP group, standardized rehabilitation treatment was performed and the function of gross motor was evaluated by GMFM scale before and after treatment. The Gesell developmental scale (GDS) was used to assess the level of intellectual development. The classification of CP was conducted and the results of magnetic resonance imaging were analyzed. Finally, the correlations between the copy number of CMV-DNA and the clinical characteristics of children with CP were evaluated by the method of Pearson and Spearman correlation analysis. Results The level of CMV infection was negatively correlated with the developmental quotient (DQ) of children with CP. Negative association was found between the level of CMV infection and the level of the gross motor development. The level of CMV infection was positively related with the occurrence probability of spastic quadriplegia. However, no associations were found between the abnormalities of brain tissue and the number of CMV copies. Moreover, CMV infection might add the difficulty of the rehabilitation treatment. Conclusions CMV infection is a risk factor for the occurrence of CP in children. Pregnancy examination should be strengthened. Early detection and control of CMV infection may contribute to the rehabilitation of children with CP and reduce the disability and social burden.

La investigación tiene por objetivo determinar la relación entre las estrategias didácticas y aprendizaje en estudiantes con discapacidad intelectual del centro de discapacidad “Sor Teresa Beltrán”. Con enfoque cuantitativo en tipología descriptiva correlacional de Pearson con diseño no experimental transeccional, con la intención de determinar la relación entre las variables de estudio, la cual fue aplicada a una muestra poblacional de 28 estudiantes con discapacidad intelectual del centro “Sor Teresa Beltrán”. Las estrategias didácticas (ED) se relaciona positivamente en un orden de 0,097 con el aprendizaje de los estudiantes de discapacidad intelectual (ADI) sin embargo, al no ser significativa bilateralmente al ser mayor a 0,05 se deben aplicar con mayor eficacia las estrategias didácticas. Siendo pertinente profundizar aspectos relacionados como los recursos didácticos, formación permanente del docente, apoyo familiar, presupuesto para adquirir dispositivos tecnológicos que contribuyan a formular un efectivo aprendizaje en los discentes. The objective of the research is to determine the relationship between didactic strategies and learning in students with intellectual disabilities at the "Sor Teresa Beltrán" disability center. With a quantitative focus on Pearson's correlational descriptive typology with a non-experimental transectional design, with the intention of determining the relationship between the study variables, which was applied to a population sample of 28 students with intellectual disabilities from the “Sor Teresa Beltrán” center. The didactic strategies (ED) are positively related in an order of 0.097 with the learning of students with intellectual disabilities (ADI), however, since they are not bilaterally significant since they are greater than 0.05, the didactic strategies must be applied more effectively. Being pertinent to deepen related aspects such as didactic resources, permanent teacher training, family support, budget to acquire technological devices that contribute to formulating effective learning in students. Azogues

This chapter focuses on the use of patient photographs or portraits as they were referred to at Caterham, in the study of asylums. It considers the ways in which photographs and visual records provide an insight into the inner world of the asylum, its material culture, treatment of patients and, importantly what people admitted to Caterham looked like. It considers the multiple roles that photographs or portraits played in the asylum, how they were used as forms of administrative record keeping, part of the treatment of patients and a feature of the wider asylum entertainment regime. It also considers how historians of medicine, asylums and insanity can use visual records to explore the interactions, intimacy and emotion exhibited and experienced within the institutional setting. Finally, the chapter considers the important point that these images show how doctors and Caterham’s staff viewed idiocy, imbecility and incurable insanity in the period before the passing of the Mental Deficiency Act, arguing that deviance and degeneration, regarded as being key lenses through which idiocy was viewed, were markedly absent.

The inclusion of people with intellectual disability (ID) in the University is still a pending issue. The objective of the research was to deepen the perspectives of academic leaders and people with ID on the challenges and strategies involved in advancing the inclusion of people with ID in the university. The research was carried out from a qualitative perspective, with the use of interviews and focus group. Data were analyzed using content analysis techniques. Results show that the lack of adaptation in the educational field, the complex tests for the access of students with ID to the university, and the ignorance of the educational needs are some of the challenges. Based on the barriers, potential strategies include individualized projects of tutoring for students with ID, flexibility of the processes of incorporation to the University, and the design of open itineraries for support of participation in the university. In this way, this work exposes that the inclusive process in University education still has a long road to explore for the persons with ID to be able to exercise their rights La inclusión en la Universidad para las personas con discapacidad intelectual (DI) constituye aún una asignatura pendiente. El objetivo de la investigación fue profundizar en las perspectivas de responsables académicos y personas con DI sobre los retos y estrategias que conllevan avanzar en la educación inclusiva en la universidad de las personas con DI. La investigación se llevó a cabo desde una perspectiva cualitativa, con el empleo de la entrevista y el grupo focal, los datos fueron analizados mediante técnicas de análisis de contenido. Los resultados indican que la ausencia de adaptación en el ámbito educativo, las pruebas complejas de selectividad para el acceso de estudiantes con DI a la universidad y el desconocimiento de las necesidades educativas son algunos desafíos. A partir de las barreras, se indican como estrategias potenciadoras lo proyectos individualizados de tutorización para estudiantes con DI, la flexibilidad de los procesos de incorporación a la Universidad y el diseño de itinerarios abiertos para el apoyo en la participación en la universidad. De este modo, este trabajo expone que el proceso inclusivo en la educación universitaria aún tiene un camino por recorrer para que las personas con DI puedan ejercer su derecho

International audience; La loi du 5 juillet 2011 a introduit la possibilité de soins ambulatoires sans consentement dans le cadre de programmes de soins. Un premier bilan statistique réalisé par l’Irdes fait apparaître qu’en 2015 près de 37 000 personnes auraient été prises en charge selon cette modalité de soin, soit 40 % des personnes ayant reçu des soins sans consentement cette année-là.

Objective: This study aims to investigate the two aspects of ToM (social-perceptual and social-cognitive) by comparing patients with major depressive disorder with in adolescents a healthy control group. Methods: The study included 30 adolescent patients with major depression and 31 healthy volunteers matched with patients in terms of age and educational stage. All participants were administered a form for sociodemographic and clinical information and then Kiddie-SADS (Kiddie-Schedule for Affective Disorders and Schizophrenia), Kovacs Children's Depression Inventory (CDI), The Screen for Child Anxiety Related Disorders (SCARED), Wechsler Intelligence Scale for Children-Revised (WISC-R), Smarties Test, Ice Cream Van Test, Hinting Test and Eyes Test were performed. Results: ToM deficit was found in patients diagnosed with major depressive disorder. There was a significant difference between the two groups in the parameters of the CDI, SCARED, Ice Cream Van test, Hinting test, and Eyes test. The WISC-R verbal scores of the patients were significantly correlated with the Eyes test. There was a significant relationship between the patients' depression scale for children and the ice cream van test. Conclusion: In addition to the literature, this study showed us that both dimensions of ToM may be impaired in adolescents with major depression. Amaç: Bu çalışmada majör depresif bozukluğu olan ergen hastaları sağlıklı kontrol grubu ile karşılaştırarak zihin kuramının (ZK) iki boyutunu (sosyal-algısal ve sosyal-bilişsel) araştırmak amaçlanmıştır. Yöntem: Majör depresyonu olan 30 ergen hasta ve yaş ve eğitim düzeyi olarak uyumlu 31 sağlıklı gönüllü çalışma kapsamına alındı. Tüm katılımcılara Sosyodemografik ve Klinik Bilgi Formu verildi ve ardından Kiddie-SADS (Duygusal Bozukluklar ve Şizofreni için Çocuk Programı), Kovacs Çocuk Depresyon Envanteri, Çocukluk Kaygılarına İlişkin Bozukluklar Ekranı, Wechsler İstihbarat Çocuk Gözden Geçirilmiş (WISC-R), Smarties Testi, Dondurma Van Testi, Renklendirme Testi ve Göz Testi için ölçek uygulandı. Bulgular: Majör depresif bozukluğu olan hastalarda zihin kuramı eksikliği bulundu. Kovacs Çocuk Depresyon Envanteri, Çocukluk Kaygılarına İlişkin Bozukluklar Ekranı, Dondurmalı Kamyon Testi, İma Testi ve Gözler Testlerin sonuçları açısından her iki grubun arasında anlamlı farklılık vardı. Hastaların WISC-R sözel sonuçları ile Gözler test sonuçları arasında anlamlı korelasyon vardı. Hastaların Kovacs Çocuk Depresyon Envanteri ile Dondurmalı Kamyon test sonuçları arasında anlamlı ilişki vardı. Sonuç: Bu çalışma alan yazına ek olarak bize majör depresyonu olan ergenlerde ZK'nın iki boyutunun da bozulabileceğini göstermiştir.

Rett syndrome has yielded many articles over the years since its discovery. This is a production that aims to recover some concepts already brought by other authors, to fix the genetic aspect of the affection, as well as the clinical evolution and associated diseases. Methodology: The screen study is the result of consultations in national and international databases, most notably PubMed and Scielo as a source of academic articles. In the consultations we used the following keywords: Rett Syndrome, Mental Deficit, Multiple Deficit, Epileptic Crisis, and Genetics, we still serve three journals: Genomics & Genetics Weekly, Genetic, Social and General Psychology Monographs and Journal of Medical Genetics of the English equivalent as descriptors: Rett Syndrome, Mental Limitation, General Limitation, Epilepsy and Genetics. In our consultation we found 185 articles and of these, we use 32 to compose our bibliographic reference. Keywords: Rett syndrome. Mental deficiency. Multiple Deficit. Epileptic

The article is devoted to the complex analysis of the preconditions, causes, course and consequences of reforming the content, forms and methods of vocational training of mentally retarded students in Ukraine (second half of the 20th century). The interrelations are substantiated between state strategies of socio-economic development of Ukraine and social demands for the training of mentally retarded students for work, the influence of educational paradigms on the functioning of the system of labor training of students. We developed the periodization of reforming the content, forms and methods of vocational and labour training of mentally retarded students in Ukraine in the second half of the 20th century and described the main tendencies, features and contradictions of development of each of the stages. In particular, it has been proved that the content, forms and methods of vocational training of mentally retarded students formed a specially selected and pedagogically perfected system of knowledge, skills and practice reflected in regulations, curriculum, syllabi and textbooks. The educational and methodological support of vocational training is developed taking into account the peculiarities of mental development and potential cognitive abilities of students. We evaluated the contribution of Ukrainian scholars in oligophrenopedagogics to the development and implementation of content, methods, forms of labour training and didactic functions of labour (educational, developmental, informative, remedial), which are interconnected and carried out in dialectical unity

A Síndrome do X Frágil é considerada a maior causa de retardo mental herdado, e a segunda causa genética mais comum de deficiência mental. Ela atinge todos os grupos étnicos e raças, porém tem pouca prevalência. Estima-se que a cada 1000 crianças nascidas vivas do sexo masculino, uma seja portadora da Síndrome, e que a cada 2000 crianças nascidas vivas do sexo feminino, uma seja afetada. Embora não sejam específicas, inúmeras alterações físicas e cognitivas podem ser relacionadas à Síndrome, como a deficiência mental, o dismorfismo facial e as alterações comportamentais. O objetivo com este estudo foi revisar brevemente a literatura disponível acerca da Síndrome do X Frágil e apresentar um relato de caso sobre uma criança recém-nascida diagnosticada com a doença. Para isso, bases de dados nacionais foram consultadas, e a confecção do relato clínico foi aprovada por um comitê de ética para descrever a sintomatologia inicial, os exames clínicos e a evolução da paciente com Síndrome do X Frágil a fim de auxiliar no diagnóstico de outros indivíduos que possam ter a Síndrome. É necessário que o diagnóstico da Síndrome seja feito o mais rápido possível em razão de que ela não tem cura, e o tratamento consiste em melhorar a qualidade e prolongar a vida do paciente afetado. O aconselhamento genético é indicado na maioria dos casos para evitar e prevenir novas aparições da Síndrome.Palavras-chave: Síndrome de Martin-Bell. Revisão. Registros médicos.

This article uses pupil records and patient files from Toronto, along with other sources, to examine the interconnected rise of special education classes and the complete exclusion from public schools of children labelled with a form of mental deficiency referred to as “idiocy” or “imbecility” or later represented by an intelligence quotient below fifty. It was the first provincial special education laws that also enabled schools to legally exclude some children not just from the new special classes but also from public schooling altogether. Drawing on eugenics and the ideas of mental deficiency experts, school officials justified exclusion by claiming that some types of disabled children were “ineducable” – they could not learn or their presence in schools would harm others' learning. The article looks at student experiences to show how exclusion curtailed their schooling. It also examines how families responded to the exclusion. Families were historical actors, despite the limitations imposed on them by their circumstances, by the policies and prevailing attitudes about class, gender, and single mothers, and by the nature of their family member's disability. The article contributes to “the new disability history,” a growing subfield.

An inventory of the total population of isolated rural villages of the most affected Ecuadorian Andean provinces by endemic goiter was made. In each of these villages iodine content in urine, salt and water was determined. It was conclusive that the chronic iodine deficiency is sine qua non condition for the endemic; but the severity of the endemic; but the severity of the endemic doesn’t have relationship with the magnitude of the lack, rather due to the intercourse of socio-economic and biological intercurrent deficitary factors. Even with the iodine deficiency and the intercourse of the communities located more than 3,500 m, adove sea level, did not present goiter with endemic characteristics. The severity of the endemic was determined to be correlated with: incidence of nodular goiters, in the general population in the first two decades of life, presence of big goiters, incidence of goiters mean in the relation to that in woman. All of wich is epidemiologically related to the incidence of defects that would begin appearing in endemic form in a community, and in accord to the severity would follow the following order of appearing in the endemic form in a community, and in accord to the severity would follow the following order od appearance: motor abnormalities, mental deficiency, deafmutism, deafness and mutism. Finally, a familiar tendency was clearly demonstrated so that a cretin child would be born, and no relationship, on familial level, between incidence and type of goiter and the appearance.

BACKGROUND: In Belgium, the law of "social defense" stipulates that an accused "which is either in a state of dementia or in a serious state of mental disturbance or mental deficiency, incapable of controlling his actions" can be interned. The establishment of social defense (ESD) in Tournai (Belgium) hosts 350 inmates. OBJECTIVES: In collaboration with the Centre for research in social defense, we organized a systematic assessment of patients interned in ESD. This is the first study evaluating prospectively this population. METHODS: Of the total, 229 patients signed informed consent. Different scales of assessment (MINI, WAIS-III, SCID II) were used. Descriptive analyzes were applied (SPSS version 12). RESULTS: We show that 48.8 % of our participants had committed a sexual offense (rape or attempted rape, indecent assault, public outrage or mixed). The average intelligence quotient is 71.4. According to the MINI, 33.2 % of participants showed no psychiatric disorder. Among psychiatric disorders, psychotic disorders are the most represented (37.4 %). According to the SCID, personality disorders were absent in 26.8 % of our participants. Most of the axis II disorders are represented personality disorders related to cluster B (57.3 %) mainly with antisocial personality disorder (37.9 %). CONCLUSION: These data demonstrate the significant heterogeneity of our sample and the need for the establishment of specific care routes to each subpopulation.

Aims: Many and different tensions that the veteran and disabled athletes always experience during their lives take part in their mental activities. Therefore, one of the most effective methods in the prevention of their mental disorders is to find out the psychological factors that resolve the veteran athletes’ behavioral disorders and problems. The aim of the study was to determine the correlation between mental toughness, the stress coping styles, and optimism in the veteran and disabled athletes of the Iranian Sitting Volleyball Super-League. Instrument & Methods: In the correlational descriptive study, 70 male veteran and disable volleyball athletes of the Iranian Sitting Volleyball Super-League were studied in 2014. The subjects were purposefully selected. Data was collected by athlete mental toughness, stress coping styles, and the life-orientation revised test questionnaires. Data was analyzed by SPSS 20 software using correlational Spearman correlation and simple linear regression tests. Findings: The mental toughness significantly correlated with the stress coping styles and the problem-focused, intuitional, and avoidance styles. More than 8% of the changes in the stress coping styles was explained by the mental toughness. The optimism significantly correlated by the mental toughness and the confidence and control components. In addition, more than 18% of the mental roughness changes was explained by the optimism. However, the optimism significantly correlated with the intuitional stress coping style only. Conclusion: The tougher veteran and disabled volleyball athletes cope with stress through better styles. In addition, it is possible to improve mental toughness through the optimism skills trainings.

Tem como objetivo discutir a (não) aprendizagem de conceitos acadêmicos e de condutas e hábitos socialmente validados como parâmetro de (a)normalidade e, assim, de exclusão social. A argumentação base é a de que as definições de (a)normalidade, principalmente as que categorizam a deficiência mental, se atêm, primeiramente, a determinadas concepções do que é a mente, do que significa aprender e de quem é o sujeito cognoscente, antes que a atributos portados pelo "anormal" em si. Metodologicamente, a questão da constituição da (a)normalidade da aprendizagem é analisada sob três modelos de cognição: o cognitivismo, o conexionismo e o dinamicismo. Pelos resultados se levanta a reflexão de que, concebendo-se a cognição por referenciais teóricos ligados ao dinamicismo, as delimitações de anormalidade mental, ora existentes, se fragilizam. Como conclusão, longe de negar a existência da deficiência, se assevera que é possível conceber o deficiente como um ser não afastado da ordem, abrindo caminhos para pensar práticas socioeducacionais que lhe permitam constituir-se, de fato, como sujeito. Palavras-chave: aprendizagem; cognição; deficiência; sujeito cognoscente. Abstract The aim of this article is to debate the (non) learning of academic concepts, behaviors and habits socially validated as parameter of (ab)normality, and thus, of social exclusion. The basic claim is that the current definitions of (ab)normality, mainly the ones that categorize the mental deficiency, if abides firstly to definitive conceptions about "what is the mind", "what does it mean to learn" and "who is the cognoscenti being"; before that the attributes carried for the "abnormal person" himself. Methodologically speaking the question of the learning ab(normality) constitution is analyzed in three cognitive models: the cognitivism, the conexionism and the dynamicism. From the results, one reflects the following: when conceiving cognition on dynamicism, the existing theoretical bias of mental abnormality is powerless. Far from the denying the existence of the deficiency as conclusion, one claims that it is possible to conceive the person with special needs not as a being drawn away from the order, opening ways to think socio-educational practices that allows him to be, in fact, a being. Keywords: learning; cognition; deficiency; cognoscente being.

Prader-Willi syndrome (PWS) is a complex disorder with cardinal features of infantile hypotonia (94% of subjects), mental deficiency (average IQ of 65, range 20-90; 97%), hypogonadism (95%), early onset of childhood obesity (94%), small hands and feet (83%), short stature (76%), and a characteristic facial appearance (e.g., narrow bifrontal diameter, almondshaped eyes, and a triangular mouth) (1). Prader-Willi syndrome is the most common genetic cause of marked obesityin humans (1). It is estimated that there are 350,000-400,000 people with this syndrome worldwide with more than 4000 persons with PWS known to the Prader-Willi Syndrome Association (U.S.A.) out of an approximate 17,000-22,000 (2). Prader-Willi syndrome has an incidence of 1 in 8000-25,000 individuals (1,3). The population prevalence is estimated at 1-50,000 (4). Prader-Willi syndrome and Angelman syndrome, an entirely different clinical condition, were the first examples in humans of genomic imprinting. Genomic imprinting or the differential expression of genetic information depending on the parent of origin plays a significant role in other conditions including malignancies (5,6).

Désiré-Magloire Bourneville ought to be thought of as the father of Pediatric Neurology for his significant contributions to the field. He worked as a physician, politician, writer, and editor. He was the first to describe the autosomal dominant genetic condition known as “tuberous sclerosis complex”, after conducting an autopsy on a young female patient, where the main finding in the central nervous system was multiple dense tubers. The patient had refractory epilepsy and intellectual disability. His work was based on the study of epilepsy and idiocy, and he was also an advocate of public health and social medicine education; creating day hospital programs for children with this type of neurologic disease. RESUMEN Désiré-Magloire Bourneville debería ser considerado como el padre de la Neurología Pediátrica por sus importantes contribuciones en este campo. Trabajó como médico, político, escritor y editor. Hizo las primeras descripciones de la condición genética autosómica dominante conocida como “Complejo de esclerosis tuberosa”, después de realizar una autopsia en una paciente joven, en la que el principal hallazgo en el sistema nervioso central fueron múltiples lesiones tipo tubérculos. La paciente tenía epilepsia refractaria y discapacidad intelectual como síntomas asociados. Su trabajo se basó en el estudio de la epilepsia y la idiotez, a su vez fue un defensor de salud pública y la educación en medicina social; creando programas de hospital diurno para niños con diferentes tipos de enfermedades neurológicas.

Cet article s’inscrit dans un travail de thèse en didactique clinique de l’EPS qui s’intéresse à l’analyse des pratiques enseignantes in situ et au cas par cas. En articulant certains concepts issus des didactiques disciplinaires à une clinique d’orientation psychanalytique, nous interrogeons ici des pratiques enseignantes spécialisées dans les activités physiques adaptées (APA) auprès d’élèves à besoins particuliers présentant une déficience mentale. La phase exploratoire de notre recherche mobilise le concept de « déjà-là » qui représente la partie cachée du processus décisionnel de l’enseignant qui nous permettra d’avoir un regard plus profond sur ce qui pourrait influencer ou même déterminer son activité professionnelle. Nous procédons à une étude de cas rapprochés de deux enseignants d’EPS exerçant dans deux institutions spécialisées en Tunisie : une publique et l’autre privée. L’analyse de contenu des entretiens permet de rendre compte des fondements subjectifs de la transmission de savoir(s) de ces deux enseignants spécialisés et souligne la pertinence d’un regard clinique en didactique des APA. This article is a part of a research which joins in a work of a doctoral thesis in clinical didactics of physical education (PE). We analyze the Specialized Teaching Practices (STP) intended for pupils with particular needs, presenting here a mental deficiency, by trying to articulate certain concepts stemming from disciplinary didactics together with a clinical study of psycho-analytical orientation. In view of our progress, which is still at an exploration stage, our interest is focused on the concept of “Déjà-là” representing the hidden side of the Teacher’s Decisional Process (TDP) and providing motives and potential drives of the teacher’s professional Activity. We proceed to the study of closely-related cases of two teachers of Adapted Physical Activities (APA) practiced in Specialized Institutions in Tunisia. The analysis of the contents of the interviews organized according to the clinical didactic methodology shows that the teacher’s ‘Déjà-Là’ can determine to a great extent his didactic and professional decisions.

The biography describes the life and work of the psychologist Alfons Chorus (1909-1998). He followed studies on psychology at the newly founded Catholic University of Nijmegen and on psychopathology at Utrecht University. In 1937 he joined the ‘Paedologisch Instituut’ in Nijmegen. This institute did research on malajusted children for whom Chorus developed a classification. Main categories were 'restless' and 'autistic' children. He became the first in the world to dedicate - in 1942 - a scientific publication to this form of autism. In 1940 he gained his PhD on Het tempo van ongedurige kinderen (The tempo of restless children), a category that now falls under the disorder ADHD. In 1942 Chorus published Zuigeling en Kleuter (Suckling and Toddler) with practical educational tips. For 20 years this book remained the reference on education for Catholics in the Netherlands. In 1947 Chorus was appointed Professor of Psychology in Leiden. The oldest and most renowned University of the country was the last to establish a Chair in that subject, and he was allowed to shape psychology studies in Leiden and educate a generation of psychology students till he retired in 1979. Chorus engaged in all areas of his profession until the creation of the Faculty of Social Sciences in 1963. From that moment he gradually restricted his scientific activities to developmental and personality psychology. In his writings Chorus argued that psychology contains scientific aspects, but is even more related to the Humanities. With apprehension he noted that Dutch psychology took a turn in the direction of the American, 'empirical-analytical' approach. Thus it left the more philosophically oriented European direction behind it. In the late 1950s he wrote two books on the mapping of the personality. He referred to the typology of Heymans and argued that those types are temperaments that are defined by natural predispositions. Characters are based on them as a 'superstructure', depending on environment and experience. Taking into account the whole life course of man he advocated the use of the 'biographical method', as he saw in the biography 'the for the psychologist exemplary way to depict man in his totality'. As a follow-up to his work on the biographical method Chorus also focused on biography itself, as a source of insight into human nature. At the end of his career Chorus paid most of his attention to the care for mentally disabled and retarded children. He focused on the professionalisation of this care, which in the 1950s still was the domain of physicians and psychiatrists. His aim was to widen the care teams by taking in psychologists and pedagogues, using game-and behaviour therapy.