Lugar de Vida em tempos de pandemia: 30 anos depois e a continuidade das invenções / Lugar de vida en tiempos de pandemia: 30 años de existencia y continuidad de invenciones / Lugar de Vida in times of pandemic: 30 years later and the continuity of inventions / Lugar de Vida en période de pandémie: 30 ans apréset la continuité des inventions

Este artigo tem como objetivo abordar as transformações ocorridas no trabalho institucional do Lugar de Vida -Centro de Educação Terapêutica durante o período de distanciamento social acarretado pela pandemia do COVID-19. Retoma-se a história da instituição, ressaltando o caráter inventivo inerente à clínica psicanalítica com crianças com entraves estruturais na constituição psíquica. São trabalhadas situações clínicas disparadoras do questionamento e da reformulação dos projetos terapêuticos nesse cenário, assim como a forma da instituição continuar com o seu trabalho com as crianças, a família e a escola. Considera-se que, para algumas crianças, os atendimentos remotos funcionam como tratamento do Outro. São novas modalidades de barreira e proteção frente a um Outro invasivo ou caótico. As telas podem ser dispositivos subjetivantes se, de um lado, houver um interlocutor-sujeito e, do outro, um suposto-sujeito

Este artículo aborda las transformaciones que se produjeron en el trabajo institucionalde Lugar de Vida -Centro de Educação Terapêutica durante el período de distanciamiento social provocado por la pandemia COVID-19. Se retoma la historia de la institución, enfatizando el carácter inventivo de la clínica psicoanalítica con niños con barreras estructurales en su constitución psíquica. Se presentan situaciones clínicas que desencadenan el cuestionamiento y reformulación de proyectos terapéuticos, así como la forma en que la institución continúa con su trabajo con los niños, la familia y la escuela. Para algunos niños, se considera que las sesiones remotas funcionan como un tratamiento para el Otro. Son nuevas formas de bloquear al Otro invasivo o caótico. Las pantallas pueden ser subjetivadoras si de un lado hay un interlocutor sujeto y, del otro, un supuesto sujeto

This article introduces the transformations that took place in the institutional work of Lugar de Vida -Centro de Educação Terapêutica during the period of social distance caused by the COVID-19 pandemic. The institution's history is presented, emphasizing the inventive character in psychoanalytic clinic with children with structural barriers in their psychic constitution. Clinical situations ilustrate the questioning and reformulation of therapeutic projects in this scenario and the way the institution continues with its work with children, family and school. For some children, it is considered that remote sessions function as a treatment of the Other. It is a new way of blocking and protecting the invasive or chaotic Other. Screens can be subjectivating devices if on one side there is an interlocutor-subject and, on the other side, a supposed-subject

Cet article traite des transformations qui ont eu lieu dans la pratique clinique du Lugar de Vida -Centro de EducaçãoTerapêutica, pendant la période de distanciation sociale à cause de la pandémie COVID-19. L'histoire de l'institution est citée, soulignant le caractère inventif de la clinique psychanalytique des enfants avec des barrières structurelles dans leurconstitution psychique. Situations cliniques déclenchent la reformulation des projets thérapeutiques et la manière dont l'institution poursuit son travail. Pour certains enfants, on considère que la séance à distance peut être une manière de traiter l'Autre, puisque ça possibilite des nouvelles façons de bloquer l'Autre invasif ou chaotique de l'enfant autiste ou psychotique. Donc, les écrans peuvent être des dispositifs subjectivants s'il y aura d'un côté un sujet-interlocuteur et de l'autre un sujet-supposé

Evolución de la Cirugía Plástica en España (1953/2030) / Evolution of Plastic Surgery in Spain (1953/2030)

La Sociedad Española de Cirugía Plástica, Reparadora y Estética (SECPRE) ha experimentado cambios desde su inicio en 1953 y sus integrantes han participado en la creación de diferentes sociedades profesionales que han mostrado su eficacia en el desarrollo de la especialidad. La creación de la Fundación Docente SECPRE contribuye a mejorar la formación de los futuros especialistas, a los que hay que mantener motivados después de un exigente examen de ingreso en el sistema de formación nacional de médicos internos y residentes español. En la especialidad de Cirugía Plástica no existe desempleo, pero hay interinidad en muchos puestos de trabajo. Es una especialidad que ha sabido adaptarse al progreso de la ciencia médica y ha contribuido a su desarrollo. Mantener motivadas a las nuevas generaciones de especialistas, adaptarse a las necesidades de los cambios sociales y seguir contribuyendo a los avances biomédicos, son el camino de una especialidad que repara los "tejidos histológicos"

The Spanish Society of Plastic, Reconstructive and Aesthetic Surgery (SECPRE) has undergone changes since its inception in 1953 and its members have participated in the creation of different professional societies, which have shown their effectiveness in the development of the specialty. The creation of the SECPRE Educational Foundation helps to improve the training of future specialists, who must keep motivated after a demanding examination to enter into the spanish national residents training system. In the specialty of Plastic Surgery there is no unemployment, but temporariness is too common. The specialty has adapted to the progress of medical science and has contributed to its development. Keeping the new generations of specialists motivated, adapting to the needs of social changes and continuing to contribute to biomedical advances are the path of a specialty that repairs the "histological tissues"

Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice.

Specific learning disabilities (SLDs) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to human conditions. They can be manifested as primary conditions-as difficulties in acquiring specific academic skills-or as secondary conditions, comorbid to other developmental disorders such as attention-deficit hyperactivity disorder. In this synthesis of historical and contemporary trends in research and practice, we mark the 50th anniversary of the recognition of SLDs as a disability in the United States. Specifically, we address the manifestations, occurrence, identification, comorbidity, etiology, and treatment of SLDs, emphasizing the integration of information from the interdisciplinary fields of psychology, education, psychiatry, genetics, and cognitive neuroscience. SLDs, exemplified here by specific word reading, reading comprehension, mathematics, and written expression disabilities, represent spectrum disorders, each occurring in approximately 5% to 15% of the school-aged population. In addition to risk for academic deficiencies and related functional social, emotional, and behavioral difficulties, those with SLDs often have poorer long-term social and vocational outcomes. Given the high rate of occurrence of SLDs and their lifelong negative impact on functioning if not treated, it is important to establish and maintain effective prevention, surveillance, and treatment systems involving professionals from various disciplines trained to minimize the risk and maximize the protective factors for SLDs. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

The Fallacy of Choice: the Destructive Effect of School Vouchers on Children With Disabilities.

This Article addresses the impact of school voucher programs on students with disabilities. We show that for children with disabilities, the price of admission into so-called "school choice" programs is so high that it is effectively no real choice at all. School voucher programs require students with disabilities to sign away their robust federal rights and protections in the public school system. Under the Individuals with Disabilities Education Act (IDEA)--the preeminent legislative safeguard for students with disabilities--these rights include the right to a "free and appropriate public education" delivered through an "individualized education plan." By giving up these protections, children with disabilities are left at the mercy of private schools that have no legal obligation to provide them with an appropriate education, and, in the vast majority of cases, are not legally prohibited from discriminating against them on the basis of their disability. We argue that school voucher programs--including a proposed federal voucher program--put the education of students with disabilities back decades, and likely constitute a violation of the Equal Protection Clause of the U.S. Constitution.

A Texas Two-Step in the Right Direction--Looking Beyond Recent Legislation to Improve the Provision of Special Education Services in Texas.

This article analyzes the current state of the special education system in Texas following the 85th Legislative Session, focusing on the practical and legal implications of the limitation imposed by the Texas Education Agency in 2004 before analyzing Senate Bill 160, which requires Texas to remove the limitation on special education services, and its future impact on special education in Texas. Additionally, this article addresses Senate Bill 927, which outlined a plan to ensure that students who were previously denied services receive an adequate evaluation, why the legislation failed, and potential remedies for students who have been negatively impacted by the limitation over the years. Following this discussion, policy recommendations on how to further improve the current state of special education in Texas are proposed.

Escuela Cingalesa para Sordos y Ciegos Ratmalana - Sri Lanka / The Ceylon School for the Deaf and Blind, Ratmalana, Sri Lanka

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Tracking citations: a science detective story.

The earliest hypothesis concerning the phonetic-phonological roots of reading and writing learning disabilities is usually attributed to Boder in the U.S. literature. Yet by following a trail of references to work in psychology and education conducted some 30 years earlier in the USSR, we find the seeds of this idea already well established in the work of Russian educator and psychologist Roza Levina. Here we trace the Soviet origins of these ideas and discuss their heretofore unrecognized importance in the field of learning disabilities and special education.

[The Bernardino Álvarez Farm Hospital and Farm School: antecedents to Instituto Nacional de Neurología y Neurocirugía]. / El Hospital Granja y la Escuela Granja Bernardino Álvarez: antecedentes del Instituto Nacional de Neurología y Neurocirugía.

By 1960, México's Manicomio General (General Asylum) could no longer fulfill the functions for which it was created so implementation of the so-called Castañeda Operation began, an initiative designed to close down and relocate psychiatric patients to other institutions. At that time, Dr. Manuel Velasco-Suárez was in charge of the General Direction of Neurology, Mental Health and Rehabilitation, and planned to create the Institute of Neurology on a site he already possessed for its construction. The Asylum was a dependency of the aforementioned Direction and Velasco- Suárez decided that some patients at the Castañeda could be moved to the old hacienda house that stood on that terrain. Thus was born the Bernardino Álvarez Farm Hospital. A year later, in 1961, the Farm School for the Weak-Minded, also named Bernardino Álvarez was established there as well. This paper examines the history of these two institutions as antecedents to the Instituto Nacional de Neurología y Neurocirugía.

[The psychiatric revolution in Quebec, 1950-1962. From asylum to community psychiatry and the open door]. / La révolution psychiatrique au Québec, 1950-1962. De l'asile à la psychiatrie communautaire et l'open-door.

Psychiatry opens to the world at a time when the very basis of psychiatric practice, namely the asylum, is called into question. Studies appear in Quebec and Canadian journals concurrent to the introduction of new formulas for care, such as the delivery of psychiatric services in general hospitals and clinics, that allow patients to be treated outside the walls of psychiatric hospitals. In addition, postwar psychiatry takes an optimistic view toward the future of children with impairments through the creation of specialized schools and workshops. From the mid-20th century onward, the thinking in psychiatry centres on the open door.

Turning the educability narrative: Samuel A. Kirk at the intersection of learning disability and "mental retardation".

It is often assumed that current disability constructs exist in conceptual isolation from one another. This article explores the tangled historical relationship between "mental retardation" and learning disability in the writings and speeches of special education pioneer Samuel A. Kirk. Beginning in the 1950s, Kirk repeatedly told an educability narrative that described children with low IQ scores as capable students worthy of instruction. However, when he tried to clearly distinguish between the new learning disability construct and the older mental retardation, Kirk altered his standard tale. True intellectual potential then shifted to the learning disability, leaving mental retardation doubly stigmatized as the disorder of educational infertility.

South African Deaf education and the Deaf community.

In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa.

The early years of language, speech, and hearing services in u.s. Schools.

PURPOSE: This article focuses on various aspects of the beginnings of speech therapy offerings in America's public schools. It traces the pioneering professionals and significant milestones associated with diagnostic and therapy practices during the late 19th and early 20th century. The aim is to uncover the neglected history of public school speech therapy practices and to show how the practices of yesterday compare with those of today. METHOD: Historical documents were analyzed to discover the key contributors and locations of the first public school speech-pathology programs. The analysis also traces the populations that were served and the professional training of the early practitioners, as well as their therapy and service delivery practices. CONCLUSIONS: Between 1895 and 1921, most of the major cities in the United States had hired their first speech clinicians. Between 1921 and 1930, many cities expanded their programs and were hiring supervisors to coordinate these services. These early clinicians carved out some now-familiar practices. Comparing what they did and when and how they did it with today's practices can offer school clinicians of today a sense of their own history and identity. Such an understanding can also provide insights about some of today's taken-for-granted practices.

The christian's duty toward the deaf: differing christian views on deaf schooling and education in 19th-century Dutch society.

A historical study is conducted into the founding of three boarding schools for Deaf children in The Netherlands, in 1790, 1840, and 1888. The article focuses on how three different religious views inspired divergent perspectives on citizenship and the role of the state, the church, and charity in helping Deaf people to become well-integrated citizens. For each school, a brief general context and a brief description of its political and religious background is given. The founding of the school, with accompanying difficulties, is then described, as well as the fundamental ideas of the founders regarding the image of the Deaf person, Deaf children and their capacities, societal goals of the institution, subject matter considered important in the school, further relevant organizational aspects, and financing and the responsibilities of state, church, charity, and private enterprise. The views of the three institutions are compared and contrasted.

Percepções dos professores quanto à inclusão de alunos com deficiência em aulas de educação física / Percepciones de profesores delante de la inclusión de alumnos con deficiencia en lecciones de Educación Física / Teachers’ perceptions about inclusion of students with disabilities in Physical Education classes

O objetivo deste estudo foi analisar as percepções de professores de educação física do sistema regular de ensino diante da inclusão de alunos com deficiência. Para tanto, 90 professores de educação física escolar responderam a uma escala com 18 afirmações. Pode-se observar que a percepção geral dos professores pesquisados foi negativa para com a inclusão. O pessimismo mais forte dos professores foi por não se sentirem preparados para lidar com alunos com deficiência. Os professores com menor tempo de experiência mostraram visões mais positivas no que se refere aos benefícios de todos os alunos com a inclusão.

The purpose of this study was to verify regular schooling teacher’s attitudes toward inclusion children with disabilities in the classes. For that, 90 physical education teachers, from private and public schools, answered to a scale with 18 affirmations. It was observed by results that general tendency of teachers was negative toward inclusion. This pessimism wasn’t related to teachers sex and time experience. Stronger teachers pessimism was about their lack of preparing to work with handicapped students. Teachers with less experience time showed more optimism about the benefits of all students in inclusion settings.

El objetivo de este estudio fue analizar las percepciones de profesores de educación física del sistema regular de enseñanza delante de la inclusión de alumnos con deficiencia. Para tanto, 90 profesores de educación física escolar respondieron a una escala con 18 afirmaciones. Se puede observar que la percepción general de los profesores fue negativa para con la inclusión. El pesimismo más fuerte de los profesores fue por no sentirse preparados para lidar con alumnos con deficiencias. Los profesores con pequeño tiempo de experiencia mostraron visiones más positivas en el que se refiere a los beneficios de los alumnos con la inclusión.

[Erlenmeyer hospitals in Bendorf, Germany. Pioneers in social psychiatry and education for the mentally retarded]. / Erlenmeyersche Anstalten zu Bendorf bei Koblenz. Vorreiter der Sozialpsychiatrie und der Geistigbehindertenpädagogik.

Social psychiatry and education for mentally retarded people is by no means an achievement of the last 50 years. Influenced by the Enlightenment, some physicians thought and acted 150 years ago consistently with today's insight. The mental hospitals of Erlenmeyer senior and junior in Bendorf near Koblenz, Germany, serve as an example. In contrast to large and mostly governmentally led or supported institutions, smaller private institutions treated mentally retarded people more personally, lovingly, and attentively.