Social representations of intellectual disability; a comparison between cultures.

OBJECTIVES: People with Intellectual disability consistently appear to be one of the most looked-down upon and repressed subgroups of society in many cultures. The main aim of this study was to compare social representations of intellectual disability in its various aspects between different cultures. MATERIALS AND METHODS: The study was conducted in four different sites: Beirut-Lebanon, Algiers-Algeria, Tours-France and Namur-Belgium. Participants were asked to complete a questionnaire evaluating social representations of intellectual disability. RESULTS: A total of 755 participants consented to take part in the study. Gender only affected social representations in the Lebanese population. Overall, Algerians appeared to have the least positive social representations and Lebanon to have more positive attitudes, while France and Belgium tended to have the most favourable representations. DISCUSSION AND CONCLUSIONS: Findings highlight the imbalance between a European and a non-European country showing the importance of developing tailored interventions to improve general attitudes towards intellectual disability.

A gente não quer só comida: políticas inclusivas e adolescência na sociedade de controle / We do not want only food: inclusive policies and adolescence in the society of control / Nosotros no queremos sólo la comida: políticas inclusivas y la adolescencia el control de la sociedad / On ne veut pas seulement nurriture: politique inclusives et adolescence dans la société de contrôle

O presente artigo busca problematizar algumas práticas educacionais, ditas como inclusivas dentro de uma sociedade atualmente capitalista, visando mostrar quais são as dificuldades e desafios do público adolescente neste meio. Para que este processo se produza, foi estudado sobre a sociedade de controle e disciplinar que visa manipular e monitorar estes corpos, e para que os sujeitos ditos inclusos no meio social sejam ligeiramente aceitos dentro de suas normas e regras. Considerando que este público citado acima possa ser vulnerável socialmente, buscamos ressaltar que as políticas de sistema cotista foram criadas para facilitar sua dita inclusão em âmbito escolar como forma de inserção neste contexto, contudo, leva-nos a pensar se esse sistema não seria uma forma de excluir e estigmatizar, manipular e controlar também estes modos de existência adolescência.

This article aims to discuss some educational practices, said to be inclusive in a capitalist society today, in order to show what are the difficulties and challenges of the teenage audience in this way. For this process to occur, has been studied over the society of control and disciplining that aims to manipulate and monitor these bodies, and that the sayings subjects included in the social environment are somewhat accepted within its rules and regulations. Considering that the public mentioned above can be socially vulnerable, we seek emphasize that unitholder system policies have been created to facilitate their actual inclusion in the school scope as a way of insertion in this context, however, it takes us to wonder if this system would not be a means to exclude and stigmatize, also manipulate and control these modes of existence adolescence.

El presente artículo tiene como problematización, acerca de las prácticas educativas, comprendida como inclusiva dentro de una sociedad, hoy capitalista, con el fin de mostrar cuáles son las dificultades y los desafíos de ese público adolescente y su medio. Para que este proceso se produzca, se estudió a la sociedad de control y disciplinario, que tiene como objetivo manipular y controlar estos organismos, y para que los sujetos, supuestamente sean incluidos en el ámbito social sean aceptados dentro de sus normas y reglamentos. Considerando que el público que se mencionó anteriormente puede ser socialmente vulnerables, buscamos resaltar que las políticas del sistema accionarial, fueron creados para facilitar su supuesta inclusión en el ambiente escolar, como una manera de inserción en este contexto, sin embargo, nos lleva a pensar si este sistema no sería una forma excluir y estigmatizar, manipular y controlar a estos modos de existencia de la adolescencia.

Cet article vise à discuter des pratiques éducatives, a déclaré être inclusif dans une société capitaliste actuelle pour montrer quelles sont les difficultés et les défis du public adolescent dans ce milieu. Pour que ce processus se produit, il a été étudié sur le contrôle et la société disciplinaire qui vise à manipuler et contrôler ces organes, et que ces sujets inclus dans l'environnement social sont légèrement acceptés dans leurs règles et règlements. Considérant que le public visé ci-dessus peuvent être vulnérables socialement, nous cherchons à souligner que les politiques du système de obligataire sont conçus pour faciliter leur intégration réelle dans l'environnement scolaire comme un moyen d'insérer ce contexte, cependant, il nous conduit à se demander si ce système ne serait pas un moyen à exclure et stigmatiser, manipuler et contrôler également ces modes d'existence chez les adolescentes.

[Stigmata: From Saint-Francis of Assisi to idiopathic haematidrosis]. / Les stigmates: de Saint-François d'Assise à l'hématidrose idiopathique.

"Religious" stigmata describe body marks and sores that reflect the crucifixion wounds of Christ (hands and wrists, feet, flank, back, shoulders, forehead) and which are transferred to an individual through fervent prayer. "Non-religious" stigmata usually describe spontaneous episodes of bleeding with no identifiable cause outside any religious context. Irrespective of the setting in which they occur, such lesions are extremely striking. This review intends to summarize what is currently known about stigmata in the light of current medical knowledge, while stressing that the "spontaneous" nature of these lesions does not rule out a genuine medical cause.