Aproximación al aprendizaje pedagógico en la discapacidad intelectual leve / An approach to pedagogical learning in mild intellectual disability

Este trabajo presenta una reflexión actualizada de métodos y estrategias eficaces para el aprendizaje del cálculo, la escritura y lectura en sujetos con discapacidad intelectual leve. Conforme con el análisis de las investigaciones abordadas, se puede concluir que, si bien los propósitos de la atención pedagógica a los sujetos con déficit intelectual vienen enmarcados bajo los principios de la educación inclusiva, se evidencia una gran diferencia entre las intenciones de la educación inclusiva y la realidad de las instituciones educativas. Así, los niños con discapacidad intelectual leve, pese a ser integrados en el aula regular, no logran recibir la atención educativa requerida para fortalecer los aprendizajes pedagógicos de lectoescritura y cálculo; situación que se relaciona con el desconocimiento, por parte de los docentes, de las estrategias pedagógicas para abordar las particularidades educativas de esta población. El resultado del análisis, evidencia la existencia de diversas técnicas; indica, al mismo tiempo, que no existe un método específico para el aprendizaje de habilidades académicas en los sujetos con deficiencias intelectuales leves, sugiere identificar el interés y la necesidad de los estudiantes para así establecer flexibilizaciones en las planeaciones pedagógicas y metodológicas del currículo que favorezcan el proceso de aprendizaje

This work presents an updated reflection of effective methods and strategies for learning calculation, writing and reading in subjects with mild intellectual disabilities. According to the analysis of the analyzed researches we can concluded that, although the purposes of pedagogical attention to subjects with intellectual deficits are framed under the principles of inclusive education, there is evidence of a great difference between the intentions of inclusive education and the reality of educational institutions. Thus, children with mild intellectual disabilities, despite being integrated into the regular classroom, do not manage to receive the educational attention required to strengthen the pedagogical learning of literacy and numeracy. A situation that is related to the ignorance, from teachers, of the pedagogical strategies to address the educational particularities of this population. The result of the analysis shows the existence of various techniques, indicates, at the same time, that there is no specific method for learning academic skills in subjects with mild intellectual deficiencies, we suggest identifying the interest and need of students in order to do so, establishing flexibilities in the pedagogical and methodological planning of the curriculum that favor the learning process.Keywords: Learning; Intellectual deficit; Intellectual disability; Inclusive education; Teaching; Reading/writing; Mathematics; Pedagogy.

Consensus Statement of the Indian Academy of Pediatrics on Diagnosis and Management of Fragile X Syndrome in India

Justification:Fragile X Syndrome (FXS) is the most common genetic cause of inherited intellectual disability and autism spectrumdisorder (ASD). Early identification results in appropriate management and improvement in functioning. Risk assessment in other familymembers can lead to prevention of the disorder. This necessitated the formulation of IAP recommendations for the diagnosis andmanagement of FXS in Indian children and adolescents.Process:The meeting on formulation of national consensus guidelines on Fragile X syndrome was organized by the Indian Academy ofPediatrics in New Delhi on 25th February, 2017. The invited experts included Pediatricians, Developmental Pediatricians, Psychiatrists,Pediatric Neurologists, Gynecologists, Geneticists, Clinical Psychologists and Remedial Educators, and representatives of ParentOrganizations. Guidelines were framed after extensive discussions. A writing committee was formed that drafted the manuscript,which was circulated among members for critical appraisal, and finalized.Recommendations: The committee recommended that early diagnosis of FXS is crucial for early, timely and appropriatemanagement. The interventions including timely occupational therapy, speech therapy and behavioral modifications help to improve thedevelopmental potential and reduce the maladaptive behavior. Pharmacotherapy may be needed to control and improve behavioralsymptoms. In addition, the emergence of targeted treatments such as low dose sertraline, metformin and /or minocycline may also behelpful for behavior, and perhaps cognition. Genetic counselling is helpful to communicate the risk for future children with FXS orpermutation involvement.

Da condição de cuidadores e do ato de cuidar de pessoas com deficiência intelectual / The condition of caregivers and the act of caring for people with intellectual disabilities

Introdução: A deficiência intelectual é uma interrupção no desenvolvimento ou uma formação incompleta da mente, causando, limitações no funcionamento, tanto intelectual e adaptativo da pessoa, originando-se antes dos 18 anos. Objetivo: Caracterizar cuidadores e seus atos de cuidar de pessoas com deficiência intelectual. Metodologia: Estudo censitário e descritivo, com abordagem quantitativa, realizado em um município de pequeno porte do interior gaúcho. Os dados foram coletados por meio de um instrumento, elaborado exclusivamente para os fins deste estudo, contendo questões fechadas referentes à caracterização dos cuidadores e das condições do ato de cuidar. Resultados: Foram encontrados 75 cuidadores de pessoas com deficiência intelectual, com uma média de idade de 51,56 anos, na maioria mulheres, mães e com baixa escolarização. Quanto aos principais cuidados prestados à pessoa com deficiência intelectual, destacam-se o auxílio com a administração de medicamentos, os cuidados com finanças e correspondências e na compra de alimentos e vestiários. Conclusão: As pessoas com deficiência intelectual estão sendo cuidadas, em sua maioria, por cuidadores informais, mulheres, com baixo nível de escolaridade, que se dedicam ao cuidado em tempo integral, não encontrando dificuldades, apesar de passarem por momentos de solidão e preocupações.

Introduction: Intellectual disability is an interruption in development or an incomplete formation of the mind, causing limitations in functioning, both intellectual and adaptive of the person, originating before the age of 18. Objective: To characterize caregivers and their acts of caring for people with intellectual disabilities.Methodology: Census and descriptive study, with a quantitative approach, carried out in a small city in the interior of Rio Grande do Sul. Data were collected using an instrument, developed exclusively for the purposes of this study, containing closed questions regarding the characterization of caregivers and the conditions of the act of caring. Results: 75 caregivers of people with intellectual disabilities were found, with an average age of 51.56 years, mostly women, mothers and with low education. As for the main care provided to people with intellectual disabilities, the most important are assistance with medication administration, care with finance and correspondence and the purchase of food and changing rooms. Conclusion: Most people with intellectual disabilities are being cared for by informal caregivers, women, with a low level of education, who dedicate themselves to full-time care, not encountering difficulties, despite experiencing moments of loneliness and worries.

Da condição de cuidadores e do ato de cuidar de pessoas com deficiência intelectual / The condition of caregivers and the act of caring for people with intellectual disabilities

Introdução: A deficiência intelectual é uma interrupção no desenvolvimento ou uma formação incompleta da mente, causando, limitações no funcionamento, tanto intelectual e adaptativo da pessoa, originando-se antes dos 18 anos. Objetivo: Caracterizar cuidadores e seus atos de cuidar de pessoas com deficiência intelectual. Metodologia: Estudo censitário e descritivo, com abordagem quantitativa, realizado em um município de pequeno porte do interior gaúcho. Os dados foram coletados por meio de um instrumento, elaborado exclusivamente para os fins deste estudo, contendo questões fechadas referentes à caracterização dos cuidadores e das condições do ato de cuidar. Resultados: Foram encontrados 75 cuidadores de pessoas com deficiência intelectual, com uma média de idade de 51,56 anos, na maioria mulheres, mães e com baixa escolarização. Quanto aos principais cuidados prestados à pessoa com deficiência intelectual, destacam-se o auxílio com a administração de medicamentos, os cuidados com finanças e correspondências e na compra de alimentos e vestiários. Conclusão: As pessoas com deficiência intelectual estão sendo cuidadas, em sua maioria, por cuidadores informais, mulheres, com baixo nível de escolaridade, que se dedicam ao cuidado em tempo integral, não encontrando dificuldades, apesar de passarem por momentos de solidão e preocupações

Introduction: Intellectual disability is an interruption in development or an incomplete formation of the mind, causing limitations in functioning, both intellectual and adaptive of the person, originating before the age of 18. Objective: To characterize caregivers and their acts of caring for people with intellectual disabilities.Methodology: Census and descriptive study, with a quantitative approach, carried out in a small city in the interior of Rio Grande do Sul. Data were collected using an instrument, developed exclusively for the purposes of this study, containing closed questions regarding the characterization of caregivers and the conditions of the act of caring. Results: 75 caregivers of people with intellectual disabilities were found, with an average age of 51.56 years, mostly women, mothers and with low education. As for the main care provided to people with intellectual disabilities, the most important are assistance with medication administration, care with finance and correspondence and the purchase of food and changing rooms. Conclusion: Most people with intellectual disabilities are being cared for by informal caregivers, women, with a low level of education, who dedicate themselves to full-time care, not encountering difficulties, despite experiencing moments of loneliness and worries

Ensayo sobre la importancia de la educación sexual en personas con déficit intelectual: reflexiones desde la terapia ocupacional / Essay on the importance of sex education in people with intellectual deficit: reflections from the occupational therapy

En el presente ensayo se analiza y reflexiona sobre la importancia de la educación sexual en personas con déficit intelectual desde la terapia ocupacional, ya que sólo cuando se valida y justifica el por qué y para qué, se puede planificar el cómo y dónde intervenir. Para ello, se consideran las particularidades de este grupo y se analizan, desde el dominio de la terapia ocupacional (AOTA, 2008), el concepto de sexualidad formulado por la Organización Mundial de la Salud – OMS (2006), la necesidad y el impacto en sus procesos de integración social, así como algunas reflexiones bioéticas en torno al tema. Bajo esta lógica de análisis teórico y reflexivo, es que surge la idea de considerar que la integración social implica la necesidad de maximizar la independencia y autonomía de la persona con déficit intelectual, también en su dimensión sexual, cuya vivencia y expresión se realiza cotidianamente. Por tanto, su educación deber ser una labor centrada en la persona y realizada de manera conjunta con su familia y el equipo multidisciplinario. En base a esto último, se concluye que no es necesario ser un experto en el tema para ofrecer la asesoría necesaria, por lo que los terapeutas ocupacionales deben formar parte de estos equipos, ya que poseen las herramientas necesarias.

The following essay analyzes and reflects on the importance of sex education in people with intellectual deficit from occupational therapy, as only when the why and the what for are validated and justified, it is possible to plan on how and where to intervene. In order to carry it out, the peculiarities of this group are considered as well as analyzed from the occupational therapy domain (AOTA, 2008), the concept of sexuality formulated by the World Health Organization - WHO (2006), the need and impact in their social integration processes as well as some bioethical reflections on the subject matter. Under this reflective and theoretical logic analysis it emerges the idea of considering that social integration implies the need of maximizing the independence and autonomy of persons with intellectual deficit as well as their sexual dimension which expression and experience are daily performed. Therefore, his/her education must be a person-centered work and it also must be accomplished together with his/her family and the multidisciplinary team. Based on the latter, it is concluded that it is not necessary being an expert in the field to provide the essential advice, and then occupational therapists should be part of these teams, as they have the necessary tools.

Analysis of Using Binomial Forced-Choice Digit Memory Test in Patients With Financially Compensable Head Trauma / 中国临床心理学杂志

Objective:To study the validity of Binomial Forced-Choice Digit Memory Test(BFDMT) in detecting dissimulation of intellectual deficit.Methods:64 subjects with compensable head injury were assessed by BFDMT,experiential judgment and Raven's Standard Progressive Matrices (RSPM),and were finally diagnosed on intellectual deficit degrees.Results:(1)The rate of malingering was 78.1% judged by BFDMT,and 43.8% by experiential judgment.(2)All of the 16 uncertain cases by experiential judgment were assessed as malingering by BFDMT.(3)Only one case in 64 was considered as a faulted diagnosis by follow-up.Conclusion:BFDMT is useful for detecting dissimulation of intellectual deficit particularly for the difficul cases in clinical experiential judgment.

Retrospective analysis of the mental disorders after brain injury / 中国法医学杂志

0.05). Psychogenic mental disorders were resulted from organic brain damage, while non-phychogenic mental disorders were found in cases of brain functional in-jury. Among which brain contusion and laceration occupied 54.8% , concussion 21.4% and brain stem in-jury 16.7%. The difference was very significant between the above two types (P