Situación escolar y uso de sustancias psicoactivas en estudiantes con discapacidades / School situation and psychoactive substance use among students with disabilities

Objetivo: Analizar la asociación entre situación escolar y uso de sustancias psicoactivas por parte de estudiantes con discapacidades. Métodos: Estudio transversal realizado en escuelas públicas. La población de estudio fueron estudiantes con discapacidades. Se utilizó el cuestionario Teen Addiction Severity Index. Los datos se analizaron mediante la prueba Chi-cuadrado, la prueba de tendencia lineal Chi-cuadrado (extensión de Mantel-Haenszel) y la prueba ANOVA. El estudio fue aprobado por el Comité de Ética en Investigación. Resultados: Participaron 110 estudiantes. La mayoría pertenecientes al grupo etario de entre 20 y 30 años, del sexo masculino, morenos, católicos y con discapacidades intelectuales. El 70% de los participantes refirió nunca consumir sustancias psicoactivas, mientras que el 30% afirmó haber usado estas sustancias alguna vez en la vida. Entre las sustancias consumidas, el 19,4% reportó uso de sedantes, el 4,6% consumo de alcohol, el 0,9% uso de opiáceos y el 0,9% de tabaco. Se registró una asociación entre edad y uso de sustancias psicoactivas. No hubo asociación significativa alguna entre situación escolar y consumo de estas sustancias. Conclusiones: Los hallazgos destacaron que existe mayor consumo de sustancias psicoactivas lícitas entre los estudiantes con discapacidades, lo que se asocia con la edad. Estos resultados son importantes para que los enfermeros desarrollen sus actividades de prevención del abuso de sustancias psicoactivas (AU)

Objetivo: Analisar a associação entre a situação escolar e o uso de substâncias psicoativas por estudantes com deficiência. Métodos: Estudo transversal realizado em escolas públicas. A população do estudo foi composta por estudantes com deficiência. Utilizou-se o questionário Teen Addiction Severity Index. Os dados foram analisados por meio dos testes Qui quadrado, Qui-quadrado (extensão de Mantel-Haenszel) e ANOVA. Estudo aprovado pelo Comitê de Ética em Pesquisa. Resultados: Participaram 110 estudantes. A maioria pertence a faixa etária entre 20 e 30 anos de idade, sexo masculino, pardos, católicos e com deficiência intelectual. 70% dos participantes referiu que nunca consumiu substâncias psicoativas, enquanto que 30% afirma ter consumido alguma substância pelo menos uma vez na vida. Dentre as substâncias consumidas, 19,4% relataram uso de sedativos, 4,6% uso de álcool, 0,9% uso de opiáceos e 0,9% de tabaco. Houve associação entre idade e o uso de substâncias psicoativas. Não houve associação significativa entre a situação escolar e o uso destas substâncias. Conclusões: Os resultados destacaram que existe um maior consumo de substâncias psicoativas lícitas entre os estudantes com deficiência, o que está associado com a idade. Estes resultados são importantes para que os enfermeiros desenvolvam suas atividades de prevenção ao abuso de substâncias psicoativas (AU)

Objective: To analyze the association between school situation and use of psychoactive substances by students with disabilities. Methods: A cross-sectional study carried out in public schools. The study population was students with disabilities. The Teen Addiction Severity Index questionnaire was used. The data were analyzed using the Chi-square test, the linear trend Chi-square test (Mantel-Haenszel extension) and the ANOVA test. The study was approved by Research Ethics Committee. Results: The participants were 110 students, most of them belonging to the age group between 20 and 30 years old, male, brown-skinned, Catholics, and with intellectual disabilities. 70% of the participants reported never having used psychoactive substances; in turn, 30% asserted having used these substances at least once in their lifetime. Among the substances consumed, 19.4% reported sedatives, 4.6% alcohol, 0.9% opioids, and 0.9% tobacco. There was an association between age and use of psychoactive substances. There was no significant association between school situation and use of these substances. Conclusions: The findings highlighted that there is greater consumption of licit psychoactive substances among students with disabilities, which is associated with age. These results are important for nurses to develop their activities to prevent psychoactive substance abuse (AU)

An evaluation of video-prompting procedures via telehealth to teach first aid skills to children with intellectual and developmental disabilities.

Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of a video-prompting procedure to teach first aid skills to children with IDD or (b) attempted to teach these skills to children by using a telehealth delivery format. We used a concurrent multiple-baseline-across-skills design to evaluate the efficacy of a video-prompting procedure via telehealth to teach five children with IDD to perform first aid on themselves for insect stings, minor cuts, and minor burns under simulated conditions. For all participants, our procedure produced large improvements that maintained for a minimum of 4 weeks. Furthermore, the effects of the training generalized to novel confederates for all participants, and these effects maintained for a minimum of 4 weeks.

Seguridad, inclusión y tecnología: una solución tecnológica para situaciones de emergencia / Safety, inclusion and technology: a technological solution for emergency situations

Security and access to prevention-related information and training should be rights guaranteed for all. This is not the case, however, for most people with intellectual disabilities (ID), who may face numerous difficulties when dealing with emergency situations. The SIT (Safety, Inclusion and Technology) project is focused on designing and developing a technological solution for identifying individuals with ID in emergencies, attending to them, and providing preventive training to improve their self-determination and quality of life. To do so, we have used Design-Based Research (DBR) owing to its characteristic cyclical refinement of designed products. This research method has enabled us to validate the contents of the final versions of the SOSDI Application and SIT project website. In this paper we describe the flow of operation, provide a detailed definition of the components of both products, and discuss accessibility features we have taken into account to ensure cognitive accessibility. (AU)

La seguridad, así como el acceso a la información y formación relativa a la prevención es un derecho que todas las personas deben tener garantizado. Este no es el caso de la mayoría de las personas con discapacidad intelectual (DI), quienes pueden presentar numerosas dificultades para desenvolverse en situaciones de emergencia. El proyecto SIT (Seguridad, Inclusión y Tecnología)se centra en el diseño y desarrollo de una solución tecnológica que permita la identificación, atención y formación preventiva de personas con DI en situaciones de emergencia con el fin de mejorar así su autodeterminación y calidad de vida. Para ello hemos utilizado la metodología de la Investigación Basada en el Diseño (DBR) como método de investigación por su característica cíclica de refinamiento de los productos diseñados. Esto nos ha permitido validar el contenido de la aplicación SOSDI y la web del proyecto SIT en sus versiones teóricas finales. En este artículo podrán encontrar el flujo de uso, la definición detallada de cada una de las partes de los productos, así como los aspectos de accesibilidad que se han tenido en cuenta para garantizar la accesibilidad cognitiva. (AU)

Adapting a virtual manipulative-based instructional sequence to target maintenance.

The ability to maintain mathematical skills learned is critical for students to successfully engage in advanced mathematics and promote independence in daily living skills. The purpose of this study was to evaluate the effectiveness of a graduated manipulative sequence consisting of virtual, representational, abstract, and an extended abstract phase (VRAEa) to teach various types of mathematical problems to three students with autism and mild intellectual disability using a multiple probe across behavior single case design. This study extended previous research on the virtual, representational, abstract sequence (VRA) to address deficiency in maintenance results through incorporating the extended abstract phase. The results indicate the intervention was effective, however, maintenance was variable. Implications for practice and ideas for future research to support the learning needs of students with developmental disabilities are discussed.

Increasing Sight-Phrase Reading with an iPad intervention for Two Students with Intellectual Disability.

Sight-word interventions are often implemented when students show delays in word recognition. However, few studies have investigated the effects of teaching sight words using phrases. The current study investigated the effects of a tablet-based flashcard intervention on the acquisition of sight phrases. A multiple-baseline design across word sets was used for two students with intellectual disability who were included in the general education classroom for the majority of the day. For each phrase, students used an iPad flashcard program and were prompted to see the phrase, say the phrase, tap the screen to hear the phrase, and then say the phrase again before moving on to the next phrase. Results showed that both students quickly acquired the ability to read the previously unknown sight phrases across three different sets of phrases. Discussion focuses on using tablet-based interventions for students with intellectual disability, particularly those included within a general education classroom.

Percepções de familiares sobre uma rede de cuidados de saúde mental infantojuvenil / Family perceptions about a children's mental health network / Percepciones familiares sobre una red de atención de salud mental infantojuvenil

Este artigo pretende conhecer como a rede de cuidados em saúde tem se operacionalizado a partir da percepção de familiares de crianças com demanda de cuidado em saúde mental (SM). Foram realizados dois grupos focais, um com familiares da Atenção Básica (AB) e outro com familiares do Centro de Atenção Psicossocial Infantojuvenil (CAPSij), totalizando 15 participantes. Seguiu-se com a análise lexical do tipo classificação hierárquica descendente, com o auxílio do software R Interface, a fim de análises multidimensionais de textos e questionários (IRaMuTeQ), resultando em cinco classes: A Pílula Mágica; Forças e Fraquezas dos serviços; Procurando por ajuda; Aceitando o diagnóstico da criança e Onde procurei ajuda. Os resultados apontam para dificuldades presentes na AB em identificar e manejar situações de Saúde Mental Infantojuvenil (SMIJ), por meio de uma lógica ainda medicalizante. Ressalta-se que a escola é apresentada como lugar de destaque na produção da demanda por cuidado e a família ainda é pouco convocada à construção das ações. Conclui-se, então, que avanços ainda são necessários para operacionalização de um cuidado pautado nas diretrizes da política de SMIJ.(AU)

This article aims to know how the healthcare network has been operationalized from the perception of family members of children with demand for mental health care (MH). Two focus groups were held, one with family members from Primary Care (PC) and the other with family members from the Child Psychosocial Care Center (CAPSij), totaling 15 participants. A lexical analysis of the descending hierarchical classification type was performed with the help of the software R Interface for multidimensional analyzes of texts and questionnaires (IRAMUTEQ), resulting in five classes: The Magic Pill; Strengths and Weaknesses of services; Looking for help; Accepting the child's diagnosis; and Where did I look for help. The results point to difficulties present in PC in identifying and managing situations of mental health in children and adolescents (MHCA), with a medicalization logic. Note that the school is presented as a prominent place in producing the demand for care, and the family is still not very much involved in the actions. It is, thus, concluded that advances are still needed for operationalization of care guided by MHCA policy guidelines.(AU)

Este artículo tuvo por objetivo conocer cómo opera una red asistencial a partir de la percepción de familiares de niños con demanda de atención en salud mental (SM). Se realizaron dos grupos focales, uno con familiares de Atención Primaria (AP) y otro con familiares del Centro de Atención Psicosocial Infantojuvenil (CAPSij), totalizando 15 participantes. Se realizó análisis léxico del tipo clasificación jerárquica descendente con la ayuda del software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (IRAMUTEQ), lo que resultó en cinco clases: "La píldora mágica"; "Fortalezas y debilidades de los servicios"; "En busca de ayuda"; "Aceptar el diagnóstico del niño" y "¿Dónde busqué ayuda?". Los resultados apuntan las dificultades presentes en AP para identificar y manejar situaciones de salud mental infantojuvenil (SMIJ) mediante una lógica aún medicalizante. La escuela tiene un lugar destacado en la producción de la demanda de cuidados y la familia aún no está muy involucrada en la construcción de acciones. Se concluye que se necesitan avances para ofertar una atención guiada por lineamientos de la política del SMIJ.(AU)

Os sentidos produzidos por cuidadoras escolares de crianças com SCZV / Los sentidos producidos por cuidadores escolares de niños con SCZV / The senses produced by school caregivers of children with SCZV

RESUMO. Este estudo, fundamentado na perspectiva da psicologia cultural-histórica sobre a pessoa com deficiência, teve por objetivo apreender a dimensão subjetiva da realidade (ou as mediações) das crianças com a Síndrome Congênita do Zika Vírus (SCZV) no contexto escolar de desenvolvimento e aprendizagem a partir dos sentidos produzidos por cuidadoras escolares. Para tal, foram realizadas entrevistas semiestruturadas com três cuidadoras escolares que trabalham em três creches pertencentes ao sistema de educação de ensino de Campina Grande/PB. Para análise dos dados, foi realizado o procedimento dos Núcleos de Significação, que visa à apreensão das contradições que constituem as produções de significação discursiva dos sujeitos participantes. Os resultados indicaram que as cuidadoras escolares priorizam a mediação pedagógica na relação estabelecida com as crianças com SCZV, embora não desconsiderem a instância do cuidado em termos das necessidades especiais relacionadas à integridade psicomotora que essas crianças apresentam. Ademais, foi evidenciado que as participantes salientam as potencialidades das crianças em detrimento da falta ou lesão gerada pela deficiência.

RESUMEN. Este estudio, basado en la perspectiva de la psicología cultural-histórica sobre las personas con discapacidad, tenía como objetivo apreciar la dimensión subjetiva de la realidad de los niños con Síndrome Congénito del Virus del Zika (SCVZ). en el contexto escolar del desarrollo y el aprendizaje de los significados producidos por los cuidadores escolares. Para ello, se realizaron entrevistas semiestructuradas con tres cuidadores escolares de guarderías diferentes que pertenecen al sistema educativo de Campina Grande/PB. Para el análisis de datos, se realizó el procedimiento de los núcleos de significación, cuyo objetivo es aprehender las contradicciones que constituyen las producciones de significado discursiva de los participantes. Los resultados indicaron que los cuidadores de la escuela dan prioridad a la mediación pedagógica en la relación establecida con los niños con SCVZ, aunque no descuidan la instancia de cuidado en cuanto a las necesidades especiales relacionadas con la integridad psicomotora que tienen estos niños. Además, se destacó que los participantes ponen de relieve el potencial de los niños en detrimento de la falta o lesión generada por la discapacidad.

ABSTRACT This study is based by the perspective of the cultural-historical psychology on people with disabilities, aimed to apprehend the subjective dimension of the reality (or mediations) of children with Congenital Zika Virus Syndrome (CZVS) on the school context development and learning from the senses produced by school children caregivers. For this reason, semi-structured interviews were conducted with three caregivers working in three daycare centers belonging to the teaching system of education in Campina Grande/PB. For data analysis, was performed the meaning core, which aims to apprehend the contradictions that constitute the productions of discursive meaning in the participating subjects. The results indicated that school caregivers prioritize the mediation in the relationship established with children CZVS, though not disregard the instance of care in terms of the special needs related to psychomotor integrity that these children have. Furthermore, it was evidenced that the participants emphasize the children's potentialities to the detriment of the lack or injury generated by the disability.

Psicólogas(os) no sistema educacional de Boa Vista/Roraima: concepções, práticas e desafios / Psychologists in the educational system of Boa Vista/Roraima: conceptions, practices and challenges / Psicólogas(os) en el sistema educativo de Boa Vista/Roraima: concepciones, prácticas y retos

O objeto de estudo deste trabalho é a atuação de psicólogas(os) no campo da educação básica. Tivemos como objetivo investigar as práticas de atuação e os desafios enfrentados pelas(os) psicólogas(os) que trabalham na educação em Boa Vista (RR), com intuito de conhecer a inserção desses profissionais no sistema educacional. Trata-se de pesquisa qualitativa, orientada pelo referencial teórico-metodológico da Psicologia Escolar Crítica. Realizamos o processo de levantamento dos dados entre os meses de março e abril de 2018, por meio de entrevistas semiestruturadas, audiogravadas e transcritas. Encontramos 21 psicólogas e um psicólogo trabalhando em instituições educacionais e de ensino na cidade; a maioria atuava na educação básica; metade dos entrevistados ingressou por concurso público e a outra metade era contratada e comissionada; poucos(as) foram contratados(as) como psicólogos(as) escolares. Para a análise, selecionamos dez psicólogas(os) com mais tempo no cargo. Quanto às práticas de atuação, identificamos que 60% atuavam na modalidade clínica e 40% na modalidade clínica e institucional. Como desafios, encontramos melhoria das condições de trabalho; estabelecimento de relações hierárquicas e a dificuldade de fazer compreender as especificidades desse campo de trabalho; necessidade na melhoria das condições para formação continuada; atuação da(o) psicóloga(o) escolar enquanto ação institucional. Diante do exposto, compreendemos ser necessária uma mudança de paradigma na atuação das(os) psicólogas(os) que trabalham na educação na região, e a apropriação das discussões da área, principalmente, aquelas apresentadas pela Psicologia Escolar Crítica, vez que esta contribui para uma atuação que leve em conta os determinantes sociais, políticos, culturais e pedagógicos que constituem o processo de escolarização.(AU)

This work has as object of study the role of psychologists in the field of Basic Education. We aimed to investigate practices and challenges faced by psychologists who work in education in Boa Vista/RR, to know the insertion of these professionals in the educational system. This is a qualitative research, guided by the theoretical-methodological framework of Critical School Psychology. The data collection process was carried out between March and April 2018, with semi-structured, audio-recorded, and transcribed interviews. We found 21 female psychologists and one male psychologist working in educational institutions in the municipality; most worked in Basic Education; half of the interviewees had applied to work as government employee and the other half were hired and commissioned; few were hired as school psychologists. To carry out the analysis, we selected ten psychologists with more time in the position. Regarding the practices, we have identified that 60% worked in the clinical modality and 40% in the clinical and institutional modality. As challenges, we find the improvement in working conditions; the establishment of hierarchical relationships and the difficulty of making the specificities of this field of work understood; the need to improve conditions for continuing education; the practice of the school psychologist as institutional action. In view of the above, we understand that a paradigm shift in the performance of psychologists working in education in that region is necessary, and the appropriation of discussions in the area, especially those presented by Critical School Psychology, contributes to an action that considers social, political, cultural, and pedagogical determinants that constitute the schooling process.(AU)

Este trabajo tiene como objeto de estudio la actuación profesional de las(os) psicólogas(os) en la educación básica. Su objetivo es investigar las prácticas y retos que enfrentan las(os) psicólogas(os) que trabajan en la educación en Boa Vista, en Roraima (Brasil), con la intención de conocer la inserción de estos profesionales en el sistema educativo. Esta es una investigación cualitativa que se guía por el marco teórico-metodológico de la Psicología Escolar Crítica. Se recopilaron los datos entre los meses de marzo y abril de 2018, mediante entrevistas semiestructuradas, grabadas en audio y después transcritas. Las 21 psicólogas y un psicólogo trabajan en instituciones educativas de la ciudad; la mayoría trabajaba en la educación básica; la mitad de los entrevistados ingresaron mediante concurso público y la otra mitad era contratada y de puesto comisionado; pocos fueron contratados como psicólogos escolares. Para el análisis, se seleccionaron diez psicólogas(os) con más tiempo en el cargo. Con respecto a las prácticas, el 60% trabajaba en la modalidad clínica; y el 40%, en la modalidad clínica e institucional. Los retos son mejora de las condiciones laborales; establecimiento de relaciones jerárquicas y dificultad para comprender las especificidades de este campo de trabajo; necesidad de mejorar las condiciones para la educación continua; y actuación dela (del) psicóloga(o) escolar como acción institucional. En vista de lo anterior, es necesario el cambio de paradigma en la práctica profesional de las(os) psicólogas(os) que trabajan en la educación de la región y la apropiación de las discusiones del área, especialmente las presentadas por la Psicología Escolar Crítica, que contribuye a una acción que tiene en cuenta los determinantes sociales, políticos, culturales y pedagógicos que constituyen el proceso de escolarización.(AU)

A colaboração crítica em um curso de leitura em inglês e em português para alunos com necessidades educacionais intelectuais específicas / Critical collaboration in a reading course in english and portuguese for students with specific intellectual educational needs / Colaboración crítica en un curso de lectura en inglés y en portugués para estudiantes con necesidades educativas intelectuales específicas

Este artigo tem por objetivo discutir como a colaboração crítica impacta as ações de pesquisa de duas professorasorientadoras e de um aluno de Ensino Médio com deficiência intelectual em um curso de leitura em inglês e em português para alunos com necessidades educacionais intelectuais específicas. Os participantes de pesquisa usam a linguagem e colaboram criticamente para discutir sua participação. Nesse enquadre, trabalham juntos, desenvolvem suas funções psicológicas superiores, em outras palavras, sua memória, atenção, volição, pensamentos, emoções e linguagem. Como procedimentos metodológicos, a Pesquisa Crítica de Colaboração propicia aos participantes atuarem de maneira interdependente para se constituir e para transformar o contexto de aprendizagem que compartilham. Como resultados parciais, as análises e interpretações sugerem que os momentos de colaboração crítica organizados por meio da Pesquisa Crítica de Colaboração criam possibilidades para os participantes aprimorarem a memória e a própria volição, assim como contribui para que a Educação inclusiva floresça nos contextos escolares. (AU)

This article aims to discuss how critical collaboration impacts the research actions of two advisors-teachers and a high school student with intellectual disabilities in a course of English and Portuguese reading for students with specific intellectual educational needs. Research participants use language and critically collaborate to discuss participation. In this frame, they work together, developing higher psychological functions, in other words, their memory, attention, volition, thoughts, emotions, and language. In terms of methodological procedures, the Critical Collaborative Research allows participants to act in an interdependent way, thus constituting themselves and transforming the learning context which they share. As partial results, the analyses and interpretations suggest that moments of critical collaboration organized by the frame of Critical Collaborative Research create possibilities for participants improve memory and volition, besides contributing for inclusive Education to flourish in school contexts. (AU)

Este artículo tiene como objetivo discutir cómo la colaboración crítica, impacta las acciones de investigación de los profesores-asesores y un estudiante de secundaria con discapacidad intelectual en un curso de lectura en inglés y portugués para estudiantes con necesidades intelectuales específicas de educación. Los participantes de la investigación usan el lenguaje y colaboran críticamente para discutir su participación. En este marco trabajan en conjunto, desarrollan sus funciones psicológicas superiores, es decir, su memoria, atención, volición, pensamientos, emociones y lenguaje. Como Metodología, la Investigación Colaborativa Crítica permite a los participantes actuar de manera interdependiente para constituirse y transformar el contexto de aprendizaje que comparten. Como resultados parciales, los análisis e interpretaciones sugieren que los momentos de colaboración crítica organizados a través de la Investigación de Colaboración Crítica crean posibilidades para que los participantes mejoren su memoria y su propia voluntad, además de contribuir para el florecimiento de la educación inclusiva en contextos escolares. (AU)

Cognitive profiles in children and adolescents with Down syndrome.

The Down syndrome (DS) phenotype is usually characterized by relative strengths in non-verbal skills and deficits in verbal processing, but high interindividual variability has been registered in the syndrome. The goal of this study was to explore the cognitive profile, considering verbal and non-verbal intelligence, of children and adolescents with DS, also taking into account interindividual variability. We particularly aimed to investigate whether this variability means that we should envisage more than one cognitive profile in this population. The correlation between cognitive profile and medical conditions, parents' education levels and developmental milestones was also explored. Seventy-two children/adolescents with DS, aged 7-16 years, were assessed with the Wechsler Preschool and Primary Scale of Intelligence-III. Age-equivalent scores were adopted, and Verbal and Non-Verbal indices were obtained for each individual. The cognitive profile of the group as a whole was characterized by similar scores in the verbal and non-verbal domain. Cluster analysis revealed three different profiles, however: one group, with the lowest scores, had the typical profile associated with DS (with higher non-verbal than verbal intelligence); one, with intermediate scores, had greater verbal than non-verbal intelligence; and one, with the highest scores, fared equally well in the verbal and non-verbal domain. Three cognitive profiles emerged, suggesting that educational support for children and adolescents with DS may need to be more specific.

Educación inclusiva en el alumnado con TEA: una revisión sistemática de la investigación / Inclusive Education of Students with ASD: a Systematic Review of the Research

El objetivo de esta revisión se centra en poner de manifiesto aquellas barreras y facilitadores que actualmente, según distintos estudios llevados a cabo, están marcando el proceso de inclusión educativa en el alumnado con TEA. Para ello, 24 artículos han sido analizados, atendiendo a las voces de los principales implicados en esta temática: las familias, los diferentes profesionales educativos y el propio alumnado. Los resultados encontrados se analizarán no solo según promuevan o dificulten el proceso hacia una educación inclusiva, sino también según la perspectiva de las distintas voces; mostrando, a su vez, los puntos de encuentro entre estos, así como las posibles discrepancias. Para finalizar, se expondrán una serie de conclusiones derivadas de los resultados, las cuales evidenciarán lo lejos que todavía nos encontramos de ver este derecho satisfecho. A su vez, a través de la identificación de ciertas barreras clave, también aflorarán una serie de pautas de actuación útiles con el fin de promover una reflexión que pudiera derivar en un acortamiento entre lo que se dice que debería hacerse y lo que finalmente se lleva a cabo. (AU)

This systematic review focuses on highlighting those barriers and facili-tators that currently, according to different studies that had been carried out, are in the process of educational inclusion in students with ASD. For this, 24 articles have been analysed, taking into account the voices of those mainly involved in this issue: families, different educational professionals and the students themselves. In this way, the found results will be exposed not only according to how they promote or hinder the process of inclusive education, but also according to the perspective of the different voices; show-ing the meeting points between these, as well as the possible discrepancies. Finally, a serie of conclusions derived from the results will be presented, which will show how far we still are from seeing this right satisfied. At the same time, and through the identifica-tion of certain key barriers, a series of action guidelines will also be thrown in order to promote a reflexion that could lead to decrease the gap between what is said to be done and what is finally carried out. (AU)

Pediatric Neurologists' Perspectives on Sexual and Reproductive Health Care for Adolescent and Young Adult Women With Epilepsy and Intellectual Disability.

OBJECTIVE: To explore perspectives of pediatric neurologists regarding sexual and reproductive health care for adolescent women with epilepsy (WWE) and intellectual disability. METHODS: We interviewed pediatric neurologists regarding sexual and reproductive health for WWE with intellectual disability. We audio-recorded and transcribed interviews and conducted qualitative analysis. RESULTS: 16 pediatric neurologists participated. Themes included the following: (1) Pediatric neurologists have differing perspectives about how intellectual disability affects WWE's sexual and reproductive health needs, (2) pediatric neurologists provide sexual and reproductive health counseling variable in content and frequency to this population, (3) pediatric neurologists tend to recommend longer-term methods of contraception for this population, and (4) pediatric neurologists are asked to be involved in decision-making around sterilization, yet express ethico-legal reservations. CONCLUSION: Our findings suggest pediatric neurologists provide variable, often suboptimal, sexual and reproductive health care for WWE and intellectual disability. Themes reveal ethical concerns among neurologists about sexual and reproductive health practices including sterilization. More tailored clinical guidelines and provider training on sexual and reproductive health for this population may be beneficial.

Dificuldades encontradas pelos professores de educação física para incluir estudantes com deficiência intelectual: um estudo bibliográfico / Difficulties found by physical education teachers to include students with intellectual disabilities: a bibliographical study / Dificultades encontradas por los profesores de educación física para incluir estudiantes con discapacidad intelectual: un estudio bibliográfico

Este artigo objetiva identificar e caracterizar as dificuldades que professores de Educação Física (EF) encontram para atender, em suas aulas, os estudantes com deficiência intelectual (DI). Os dados foram coletados por meio de pesquisa bibliográfica junto às plataformas Portal da CAPES e DIALNET. Foram selecionadas 21 obras para análise. Os resultados foram organizados em três categorias: dificuldades atribuídas à formação docente; dificuldades atribuídas às estratégias de ensino; dificuldades atribuídas à gestão escolar. Consideramos que ao descrever as dificuldades encontradas pelos professores de EF para incluir estudantes com DI, o estudo possibilitou vislumbrar sugestões para melhorar a qualidade da formação, da prática pedagógica e questões administrativas (AU).

This article aims to identify and characterize the difficulties that Physical Education (EF) teachers encounter in attending in their classes, students with intellectual disabilities (ID). The data were collected through bibliographic research, together with CAPES Portal and DIALNET platforms. 21 works were selected for analysis. The results were organized into three categories: difficulties attributed to teacher training; difficulties attributed to teaching strategies and difficulties attributed to school management. We consider that in describing the difficulties encountered by EF teachers to include students with ID, the study made it possible to envisage suggestions for improving the quality of training, pedagogical practice and administrative issues (AU).

Este artículo objetiva identificar y caracterizar las dificultades que profesores de Educación Física (EF) encuentran, en sus clases, a los estudiantes con discapacidad intelectual (DI). Los datos fueron recolectados por medio de investigación bibliográfica, junto a las plataformas Portal de CAPES y DIALNET. Se seleccionaron 21 obras. Los resultados se organizaron en tres categorías: dificultades atribuidas a la formación docente; a las estrategias de enseñanza y dificultades atribuidas a la gestión escolar. Consideramos que al describir las dificultades encontradas por los profesores de EF para incluir a estudiantes con DI, el estudio posibilitó vislumbrar sugerencias para mejorar la calidad de la formación, de la práctica pedagógica y cuestiones administrativas (AU)

La inclusión y su importancia en la educación médica. Análisis del escenario chileno: una revisión sistemática / Inclusion and its importance in medical education. Analysis of the Chilean scenario: a systematic review

Introducción: La educación experimenta cada vez más la necesidad de integrar y entender los diversos grupos que representan las sociedades. Se presenta un análisis actualizado sobre el grado de inclusión de la diversidad en la educación superior latinoamericana y su situación en el contexto educativo chileno, con énfasis en las dimensiones de discapacidad, etnia, género y nivel socioeconómico. Materiales y métodos: Para llevar a cabo esta investigación bibliográfica, se realizó una revisión sistemática de artículos científicos, sin restricción de fecha ni de tipo de estudios. Resultados y discusión: Existe un avance en la inclusión de la discapacidad física y/o cognitiva en la educación superior en Latinoamérica y Chile; sin embargo, las otras dimensiones analizadas presentan diferencias susceptibles de ser mejoradas. Conclusiones: Se hace necesaria una evaluación constante de la responsabilidad social y formadora de las instituciones de educación superior chilenas en el abordaje de la inclusión de la diversidad, considerando este elemento como una herramienta valiosa en la enseñanza y la práctica médica.(AU)

Introduction: Education is increasingly experiencing the need to integrate and understand the diverse groups that represent societies. An updated analysis is presented on the degree of inclusion of diversity in Latin American higher education and its situation in the Chilean educational context, with emphasis on the dimensions of disability, ethnicity, gender and socioeconomic level. Materials and methods: In order to develop this bibliographic research, a systematic review of scientific articles was carried out, without restriction of date or type of studies, in Spanish and English. Results and discussion: There is progress in the inclusion of physical and/or cognitive disability in higher education in Latin America and Chile; however, the other dimensions analyzed show differences that could be improved. Conclusions: A constant evaluation of the social and formative responsibility of Chilean higher education institutions in addressing the inclusion of diversity is necessary, considering this element as a valuable tool in teaching and medical practice.(AU)

A pessoa com deficiência intelectual e a compreensão de sua existência / The person with intellectual disability and the understanding of their existence / La persona con discapacidad intelectual y la comprensión de su existencia

Frequentemente as pessoas com deficiência intelectual (DI) não são reconhecidas como capazes de atribuírem significados a sua existência, por apresentarem uma limitação intelectual. Contudo, elas podem compreender diversas questões psicológicas em sua vida. Embasado na Psicologia Existencial Sartriana, o objetivo deste estudo é investigar como a pessoa com DI compreende sua existência, a partir dos sentidos que atribui a si e as suas relações. O método fenomenológico foi escolhido para a coleta e a análise dos dados. Participaram dez adultos com DI, estudantes de uma Escola Especial de Curitiba. Os resultados evidenciaram sentimentos de solidão e abandono por parte dos participantes, decorrente da ausência afetiva e do diálogo com outras pessoas; a angústia diante da sua liberdade, em um contexto onde não lhes são permitidos fazerem escolhas autênticas; a dificuldade de compreensão de seus sentimentos e o desejo de valorização de suas emoções; a escola como o local onde encontram maiores oportunidades de relacionamentos, mas onde a reflexão sobre as situações cotidianas que vivenciam apresentam-se de modo limitado. Reflete-se que estes aspectos existenciais devem ser considerados nos estudos e nos serviços direcionados às pessoas com DI, para que sua liberdade seja reconhecida, viabilizando a construção de seu projeto existencial.

Often people with intellectual disabilities (ID) are not recognised as capable of attributing meanings to their existence because they have an intellectual limitation. However, they can understand various psychological issues in their lives. Based on the Sartrian existential psychology, the objective of this study is to investigate how the person with ID understands his/her existence, from the meanings they attribute to themselves and their relationships. The phenomenological method was chosen for data collection and analysis. Ten adults with ID participated, students of a Special School in Curitiba. The results showed feelings of loneliness and abandonment on the part of the participants, resulting from absence of affect and dialogue with others; the anguish before their freedom, in a context where they are not allowed to make authentic choices; the difficulty of understanding their feelings, and the desire to value their emotions; the school as the place where they find greatest opportunities for relationships, but where reflection on the everyday situations they experience is limited. It is argued that these existential aspects must be considered in the studies and services directed to people with ID, so that their freedom is recognized, enabling the construction of their existential project.

A menudo las personas con discapacidad intelectual (DI) no son reconocidas como capaces de atribuir significados a su existencia por su limitación intelectual. Sin embargo, pueden comprender diversas cuestiones psicológicas en su vida. Basado en la Psicología existencial Sartriana, el objetivo de este estudio es investigar cómo la persona con DI comprende su existencia, a partir de los sentidos que se atribuye a sí mismo y sus relaciones, por medio del el método fenomenológico. Participaron diez adultos con DI, estudiantes de una escuela especial de Curitiba. Los resultados evidenciaron sentimientos de soledad y abandono por parte de los participantes, resultante de la ausencia afectiva y del diálogo con otras personas; la angustia ante su libertad, en un contexto donde no se les permite hacer elecciones auténticas; la dificultad de comprender sus sentimientos y el deseo de valorar sus emociones; la escuela como el lugar donde encuentran mayores oportunidades de relaciones, pero donde la reflexión sobre las situaciones cotidianas que experimentan se presentan de modo limitado. Se refleja que estos aspectos existenciales deben ser considerados en los estudios y en los servicios dirigidos a las mismas, para que su libertad sea reconocida, permitiendo la construcción de su proyecto existencial.

Care management in a French cohort with Down syndrome from the AnDDI-Rares/CNSA study.

Down syndrome (DS) is a genetic neurodevelopmental disorder. In individuals with DS, a multidisciplinary approach to care is required to prevent multiple medical complications. The aim of this study was to describe the rehabilitation, medical care, and educational and social support provided to school-aged French DS patients with varying neuropsychological profiles. A mixed study was conducted. Quantitative data were obtained from a French multicentre study that included patients aged 4-20 years with diverse genetic syndromes. Qualitative data were collected by semi-structured face-to-face interviews and focus groups. Ninety-five DS subjects with a mean age of 10.9 years were included. Sixty-six per cent had a moderate intellectual disability (ID) and 18.9% had a severe ID. Medical supervision was generally multidisciplinary but access to medical specialists was often difficult. In terms of education, 94% of children under the age of six were in typical classes. After the age of 15, 75% were in medico-social institutions. Analysis of multidisciplinary rehabilitation conducted in the public and private sectors revealed failure to access physiotherapy, psychomotor therapy and occupational therapy, but not speech therapy. The main barrier encountered by patients was the difficulty accessing appropriate facilities due to a lack of space and long waiting lists. In conclusion, children and adolescents with DS generally received appropriate care. Though the management of children with DS has been improved considerably, access to health facilities remains inadequate.

Collecting to understand: the art of children and the medical-pedagogical approach in twentieth-century Portugal.

In this essay I look at the art of children as a tool in the medical-pedagogical approach, as proposed by the founder of child psychiatry in Portugal, Vítor Fontes (1893-1979). First, the topic of the art of children is introduced, and the second part focuses on the model of medical pedagogy as it was practised in Portugal. The third and fourth parts present Fontes's own investigations on the drawings of children with intellectual disabilities under observation at the Instituto Médico-Pedagógico António Aurélio da Costa Ferreira (IAACF) in Lisbon. In the conclusion it is argued that Fontes contributed to the development of child psychiatry in Portugal by showing that children's art can mirror their cognitive and emotional development.

"It's ok, mom. I got it!": Exploring the experiences of young adults with intellectual disabilities in a postsecondary program affected by the COVID-19 pandemic from their perspective and their families' perspective.

Students' resilience in a postsecondary program for individuals with an intellectual disability impacted by the COVID-19 disruption and the challenges they faced during this time was captured in the context of social network analysis interviews that included students' and families' experiences as they managed the pandemic. Students' experiences spoke to their resilience in using the skills they gained through the program to navigate the COVID-19 disruption even though it was sometimes tricky. Parents' experiences revealed their increased confidence and sense of pride in their adult children when they observed growth in independence, self-determination, and familiarity with technology. Innovative and engaging instructional practices and e-mentoring support offered by peer mentors motivated students in their academics and encouraged their social development during this time. Student and parent experiences offer hope that young adults with an intellectual disability can gain skills in a postsecondary program that better prepares them to meet life's challenges.

Comparing the effect of two educational interventions on mothers' awareness, attitude, and self-efficacy regarding sexual health care of educable intellectually disabled adolescent girls: a cluster randomized control trial.

BACKGROUND: Sexual problems of intellectually disabled adolescents are associated with their inability to understand sexuality. Given the important role of parents in forming the attitude of their adolescents towards sexuality, the present study aimed to compare the effect of two educational interventions on mothers' awareness, attitude and self-efficacy regarding sexual health care of intellectually disabled adolescent girls. MATERIALS AND METHODS: This cluster randomized control trial was conducted in six intellectually disabled adolescent education centers in Isfahan, Iran in 2018. The centers were randomly assigned to intervention groups (group training and training through booklet) and control group. Mothers of educable intellectually disabled adolescent girls (n = 81) were entered into the three groups using convenience sampling and their awareness, attitude and self-efficacy regarding sexual health care of adolescent girls were assessed using questionnaires before and after the educational intervention. Data were analyzed using descriptive and inferential statistical methods. RESULTS: The mean score of mothers' awareness, attitude and self-efficacy in each of the "group training", "training through booklet group" and "control group" was significantly different after the intervention compared to before the intervention (p < 0.05). The mean score of mothers' awareness and self-efficacy after the intervention in the "group training" was higher than the "control group" and "training through booklet group" (p < 0.001). The mean score of mothers' awareness and self-efficacy after the intervention in the "training through booklet group" was higher than in "control group" (p = 0.005, p = 0.02). Also, after the intervention, the mean score of mothers' attitude in the "group training" was higher than the "control group" and the "training through booklet group" (p < 0.001), but there was no significant statistical difference between the mean score of mothers' attitude in "control group" and "training through booklet group" (p > 0.05). CONCLUSION: Implementation of the group training intervention for mothers of intellectually disabled adolescent girls in comparison with training through booklet was associated with a greater increase in their awareness, attitude and self-efficacy regarding sexual health care of adolescent girls. Therefore, group training is suggested as a suitable way to educate mothers about sexual health care of intellectually disabled adolescent girls. Trial registration IRCT, IRCT20160224026756N5. Registered 22 June 2018, https://en.irct.ir/user/trial/31704/view .

Discapacidad intelectual: entre salud mental y educación. Aportes desde el campo del psicoanálisis / Intellectual disability: between mental health and education. Contributions from the psychoanalysis

El presente trabajo se propone realizar un pasaje por los modelos de atención en discapacidad, sus clasificaciones y modalidades de abordaje, los entrecruzamientos y tensiones entre los abordajes educativos, sanitarios y rehabilitatorios, haciendo hincapié en los aportes clínicos y éticos del campo del psicoanálisis para el abordaje clínico e institucional de sujetos con discapacidad. Las distintas nominaciones que han nombrado a la discapacidad a lo largo de la historia no están exentas de los efectos de ser nombrado por un significante, se tratará de cernir las que pueden jugar a favor del sujeto

The present article proposes to do a journey by the disability care models, their classifications and assistance models, the crossovers and tensions between the educative, sanitary and rehabilitation treatments, doing and emphasis in the clinical and ethical contributions from de psychoanalysis to the clinical and institutional treatment for the people with disability. The different nominations that have named the disability through history are not exempt for being named by a significant, will be treated to find the ones who play in favor of the subject