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Quando o assunto é o ensino escolar dos alunos com deficiência intelectual, não é raro o questionamento sobre o modo de trabalhar com tais alunos. Para tanto, este artigo procura apresentar uma descrição e uma compreensão acerca das características da deficiência intelectual em relação ao quadro principal de prejuízo cognitivo (as funções intelectuais) e adaptativo (as funções sociais, emocionais e práticas), para, então, definir as possibilidades da prática pedagógica no contexto escolar. O estudo foi construído a partir de uma pesquisa bibliográfica sobre a área da deficiência intelectual, dos transtornos da aprendizagem e do desenvolvimento, da inclusão escolar e do ensino especializado. Embora a deficiência intelectual seja um desafio no ensino escolar em face de seu objetivo curricular, tanto na sala de aula comum quanto no atendimento educacional especializado, é possível estabelecer um contexto pedagógico prolífico tendo em vista os objetivos educacionais de desenvolvimento pessoal e formação acadêmico-profissional, cultural e cidadã. Portanto, fato é que a didática no ensino do aluno com deficiência intelectual precisa ser específica não só em relação às peculiaridades do quadro da deficiência, como também em relação à individualidade de cada sujeito. De qualquer modo, mesmo que a deficiência intelectual não permita sua reversão completa, uma vez que consiste em um desenvolvimento neurológico deficitário, avanços escolares são possíveis. When the subject is the teaching of pupils with intellectual handicap, it is not unusual to question the way of working with them. The present article seeks to show a description and an understanding of the features of intellectual handicap in relation to the wider picture of cognitive (the intellectual functions) and adaptive (the social, emotional, and practical functions) handicap, so as to then define the possibilities of the pedagogical practice within the school context. The study was built based on a bibliographical survey of the field of intellectual handicap, of learning and development disorders, of social inclusion, and of special teaching. Although intellectual handicap poses a challenge to school teaching in view of its curricular objective, both in an ordinary classroom and in specialized educational service, it is possible to establish a fruitful pedagogical context keeping in mind the educational objectives of personal development and academic-professional, cultural and citizenship training. Therefore, it is a fact that the didactics of the teaching of pupils with intellectual handicap needs to be specific, not just with respect to the peculiarities of a handicap situation, but also in respect to the individuality of each subject. At any rate, even if intellectual handicap may not allow its complete reversal, since it consists in a deficient neurological development, school progress is still possible.

RESUMEN: El presente documento refiere de un ejercicio reflexivo en perspectiva crítica respecto a las formas de comprender la discapacidad y la inclusión educativa, a partir de las representaciones sociales y la construcción histórico – cultural de la discapacidad, desde la implicación del sujeto mismo, el contexto familiar y su entorno socioeducativo. El ejercicio se enmarca en un enfoque cualitativo fenomenológico que involucra acercamientos horizontales mediante técnicas evocadoras de lo silenciado que dinamizan el reconocer la diferencia como práctica constitutiva de la experiencia humana, las cuales develan la necesidad de construir escenarios de acompañamiento al proceso de inclusión educativa, de reconocer otros procesos de educación que en principio y como entrada orientan a dinamizar la conversación, a privilegiar la escucha y la cercanía afectiva como fuente emergente de subjetividades donde el visto como carente pueda ser reconocido en su singularidad. ABSTRACT: This document refers to a reflexive exercise in a critical perspective regarding the ways of understanding disability and educational inclusion, based on social representations and the historical - cultural construction of disability, from the implication of the subject itself, the family context And their socio educational environment. The exercise is framed in a phenomenological qualitative approach that involves horizontal approaches through techniques evocative of the silenced that dynamize the recognition of the difference as a constitutive practice of the human experience, which unveils the need to construct scenarios of accompaniment to the process of educational inclusion, of recognize other educational processes that in principle and as an input lead to stimulate the conversation, to privilege listening and affective closeness as an emerging source of subjectivities where seen as lacking can be recognized in its singularity.

http://dx.doi.org/10.5902/4445O presente artigo revê a informação contida na Dissertação de Mestrado de Bins e discussões com seu orientador (Stobäus) e com Mosquera, centrando em interfaces entre Educação Especial/Inclusiva, mais especificamente aspectos da constituição do adulto deficiente mental e suas aprendizagens, na modalidade de ensino de Educação de Jovens a Adultos (EJA). Palavras-chave: Educação especial; Inclusão; Educação; Deficiência mental. Adultez.

The different meanings which mental deficiency has acquired throughout history depend on the dynamics of culture. This study ai ms at analyzing Lhe conceptions of four teachers about the inclusion process of mentally deficient children in a mainstream public school. The data were obtained through semi -structured interviews and organized into thematic groupings, taking into consideration the frequency and availability of meanings. The results indicated that Lhe complex concept of inclusion of mild mental deficiency might be organized according to the following themes: expectations, hypotheses, diagnosis, psychic functioning, public policies/inclusion, exclusion, interaction and transition. The results also indicated that, in the context of the school under research, mild mental deficiency acquires an expression which translates into conceptions which either blame children and/or their families for school failure or discuss the need for developing more appropriate educational procedures and assessment mechanisms., Os diferentes significados que a deficiência mental adquiriu através da história dependem da dinâmica da cultura. Este estudo tem por objetivo analisar as concepções de quatro professores sobre a inclusão de alunos com diagnóstico de deficiência mental na classe regular do ensino básico. Os dados foram obtidos por meio de entrevistas semi-estruturadas e organizados em grupamentos temáticos, considerando a frequência e a disponibilidade das significações. Os resultados indicaram que o conceito complexo de inclusão de alunos com diagnóstico de deficiência mental leve pode estar organizado a partir dos seguintes temas: Expectativas, Hipóteses, Diagnóstico, Funcionamento Psíquico, Políticas Públicas/Inclusão, Exclusão, Interação e Transição. Indicaram também que, no contexto da escola pesquisada, a deficiência mental adquire uma expressão que se traduz por concepções dirigidas ora para os processos de culpabilização da criança e/ou de sua família pelo fracasso escolar, ora para a necessidade de se desenvolver mecanismos mais adequados de procedimentos e avaliação pedagógicos.

The article purports to approach a less studied theme in Romania, which is the quality of the institutionalised mentally retarded adults’ life in large residential centres. Quality of Life Questionnaire was used to determine life satisfaction, competence, independence and community integration of participants. Aberrant Behaviour (irritability, lethargy, stereotypy, hyperactivity and inappropriate speech) was assessed using Aberrant Behaviour Checklist –Community. Data obtained allowed us to conclude that the negative effects the large institutions have on the quality of life of people with disabilities and also on their behaviour could be reduced by providing an environment similar to a family type (small centers).

The biological basis for the development of the cerebro-cerebellar structures required for posture and gait in humans is poorly understood. We investigated a large consanguineous family from Turkey exhibiting an extremely rare phenotype associated with quadrupedal locomotion, mental retardation, and cerebro-cerebellar hypoplasia, linked to a 7.1-Mb region of homozygosity on chromosome 17p13.1–13.3. Diffusion weighted imaging and fiber tractography of the patients' brains revealed morphological abnormalities in the cerebellum and corpus callosum, in particular atrophy of superior, middle, and inferior peduncles of the cerebellum. Structural magnetic resonance imaging showed additional morphometric abnormalities in several cortical areas, including the corpus callosum, precentral gyrus, and Brodmann areas BA6, BA44, and BA45. Targeted sequencing of the entire homozygous region in three affected individuals and two obligate carriers uncovered a private missense mutation, WDR81 p.P856L, which cosegregated with the condition in the extended family. The mutation lies in a highly conserved region of WDR81, flanked by an N-terminal BEACH domain and C-terminal WD40 beta-propeller domains. WDR81 is predicted to be a transmembrane protein. It is highly expressed in the cerebellum and corpus callosum, in particular in the Purkinje cell layer of the cerebellum. WDR81 represents the third gene, after VLDLR and CA8, implicated in quadrupedal locomotion in humans.

Qohelet revels in describing the oppositeness of the wise and fool (), urging the young to make a choice between these opposites. How should this advice be understood? Obviously, the derogatory terms , , and , used in the Book of Qohelet with reference to a person acting unlike a , cannot refer to mental deficiency, which is irreversible. It is suggested that a useful approach would be to understand the broad notions of “foolishness” and “wisdom” in the narrower confines of “trial-and-error problem-solving” on the one hand, versus “insight-and-theory problem-solving” on the other. All the juxtapositions of “foolishness” and “wisdom” in the Book of Qohelet can be cogently understood assuming that the is a “contemplator, meditatist” and the is an “operator, activist. ”

This article is concerned with the management of the very vulnerable people who were brought to the attention of authorities concerned with the implementation of the Mental Deficiency Acts because of allegations of criminal and/or immoral behaviour. Scholars have long recognised that the identification of 'criminal defectives' was central to the campaign for and implementation of this legislation. To date however we know more about the policy debates than practical arrangements for the care of individuals. This is because discussions about vulnerable offenders have largely been separate from another strand of the historiography that seeks to focus on the personal experiences of service users and their families. It is perhaps too readily assumed that allegations of criminality disempowered families and communities. Evidence from the (Royal) Western Counties Institution, Starcross, suggests that contentious policies surrounding the admission of criminal defectives actually increased the number of pe...

Deux débats parlementaires, précédés chacun de longues discussions d’experts, se sont tenus à cent ans de distance à propos de la meilleure façon d’instruire ces enfants, dits anormaux en 1905-09, qui sont successivement appelés inadaptés, puis handicapés. Les divergences ont porté sur la nécessité ou non d’un enseignement « spécial », sur la part de ségrégation, de discrimination, d’intégration et d’inclusion que chaque solution comporte et, en dernière analyse, sur la pertinence de l’unicité de la scolarisation. En fait, la dichotomie persiste, pratiquement inchangée : pourquoi ? Two parliamentary debates, each one preceeded by long discussions with experts, were held in France within a hundred years (1905-2005) about how to educate as well as possible these childrens, called « abnormal » in 1905, « unadapted », in the 1930-40s and eventually « disabled ». The differences were about the requirement or not for a « special » education, about the share of segregation, discrimination, integration and inclusion that each solution implies, and ultimately about the relevance of one unique schooling for all. In fact the dichotomy remains unchanged. Why?

This paper examines the Inebriates Acts of 1879 and 1898 which facilitated the formal provision of institutional care for inebriates. The Acts' permissive character produced an uneven geography of provision of institutions that meant that inebriate treatment varied markedly across the counties and county boroughs of England and Wales. The vast majority of those committed under the Acts were women. Using two exemplary case studies from Lancashire, a private retreat created under the 1879 Act and a council run reformatory created under the 1898 Act, the paper considers how debates about liberty and control shaped the regulation of problem drunkards. It shows that geography was as important as class, religion, and gender in determining who was subjected to regulation. The paper argues that the failure to reform inebriates helped the recoding of inebriety within a broader discourse of mental deficiency that encouraged the permanent segregation of problem populations.

We report a case of Kabuki make-up syndrome associated with cleft lip and palate. The female patient was 18 years old at the time of surgery. She was diagnosed with Kabuki make-up syndrome at 7 months old. In addition to characteristic facial dysmorphic features, mental deficiency, atrial septal defect and short stature were found. During growth hormone treatment for short stature, mandibular prognathism was found. There was no internal and hematological disease except for atrial septal defect, and mental deficiency was not severe, therefore a surgical orthodontic procedure was performed uneventfully and postoperative stability was good.

Dans une famille, la presence d’un adolescent avec des difficultes intellectuelles importantes engendre une profonde reorganisation. L’enquete de l’ethnologue cree elle aussi des perturbations dans la famille, et cette situation peut etre l’occasion d’aborder la question de la parente sous un angle nouveau. Les diverses manieres dont l’enquete est accueillie, consideree, voire instrumentalisee, correspondent a des formes d’organisation familiale. La presente etude repose sur l’analyse de 42 monographies de famille. Elle permet de distinguer quatre formes d’acceptation de l’enquete. Celle-ci peut se reduire au point de vue d’un porte-parole (protection) ; elle peut donner l’occasion de tenter de mobiliser l’entourage (confrontation) ; elle peut s’orienter vers l’observation d’une forme de solidarite familiale (selection) ou etre accueillie avec docilite (compliance).

All Swedish cases with the Sjögren-Larsson syndrome (SLS) i.e. 35 patients were studied. Glistening dots of unknown nature were seen round the foveola. These foveal and parafoveal changes seem to be a cardinal sign of SLS together with congenital ichthyosis, spastic di/tetraplegia and mental deficiency.

Historians of the eugenics movement in Australia in the first half of the twentieth century have failed to provide an adequate explanation for its place and relative importance both within public policy planning and more generally in the zeitgeist. This article argues for a new approach, characterising eugenics as a science or technology being utilised on occasions for the more fundamental and time-honoured task of the elimination of racial degeneracy. Thus, a wider question is raised about the role of eugenics as a central plank in the development of scientific racism in the twentieth century.