Intellectual disability – towards the modification of theoretical contexts

n this article, I deal with the contemporary contexts of the analysis of the intellectual disability phenomenon and the alternative proposals for theorizing presented by disability studies. I ask the question: what /who the dominant views and non-scientific alliances are for. I question the tendency to favour the medical approach in special pedagogy, which is the starting point as well as the reference point for the educational, rehabilitation, care and support practices it develops. I am not going to decide on the legitimacy of various approaches, I am aware of their historical and systemic conditions. However, I dare to ask a question about – as Miłosz Markiewicz (2017) described it – the limits of the definition of a Human. In view of the experienced diversity of human conditions, like the above-mentioned author, today I have a “problem with using the category of disability too easily” (Markiewicz, 2017, p. 23), and in particular, not often considered in relation to the methods of scientific analysis and theoretical contexts, the category of intellectual disability.

Refugia. (Prze)trwanie transgatunkowych wspólnot miejskich /Refugia: The Survival of Urban Transspecies Communities

Refugia: The Survival of Urban Transspecies Communities encourages to us recognize the unexpected relations among species and to speculate about the possibility of their existence and development. It shows the need for care and support for multi-species urban communities by answering questions about the following: Which humans and non-humans may find refuge in the city? Under what conditions and to what extent? Are cities also becoming spaces of refuge for rare, endangered or endangered species and disappearing ecosystems? Can unwanted and underestimated life forms find refuge in the city, and how much compassion and hospitality do we have for them? Is it possible to be safe in the city without a place–home–shelter of one’s own? The book is the result of transdisciplinary research, including knowledge-producing artistic projects, whose research and communication methodology enable us to go beyond specialist circles. The book consists of two parts, the first of which, Refugia: The Transdisciplinary Practice of Curiosity, includes scientific texts focusing on various cases of interspecies relationships created in cities by human and non-human animals, plants, fungi, soil, architecture, etc. The second part of the book includes artistic statements in the form of visual documentation of projects created for the exhibition Refugia: Keep (Out of) These Places. The art presented here makes it possible to construct perspectives different from those generated in the field of humanities or sciences, but remaining in close contact with these fields.

A Validated WISC-V Short-Form to Estimate Intellectual Functioning in Very Preterm Children at Early School Age

Very preterm children (gestational age < 32 weeks) frequently show neurodevelopmental difficulties (Inattention/dysexecutiveness) throughout their life-stages. A scarcity of resources, along with this population’s cognitive vulnerability, makes the neuropsychological evaluation of these children both complicated and time-consuming. This study aimed to develop a specific and valid Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) short-form to estimate intellectual functioning in this population. Eighty-four very preterm children (39 female; mean age = 6.50; SD: 0.06) were assessed with the WISC-V. Short-forms were developed following two independent strategies: a) multiple linear regressions for each index; b) correlational analyses between scores on all administered subtests and Full-Scale IQ. Validity of short-forms was analyzed. A short-form (Vocabulary, Matrix Reasoning, Picture Span, and Symbol Search) that satisfied 2/3 validation criteria was proposed. This validated short-form could facilitate the identification of cognitive difficulties in very preterm children, so that they could benefit from early care and support services, avoiding long assessment procedures.

PSYCHOLOGICAL STRESS AND SUPPORT DEMAND OF SOCIAL WORKERS DURING COVID-19 PANDEMIC IN VIETNAM

The Covid-19 pandemic has had a strong impact on all aspects of social life, on the spiritual life of all social classes, thereby giving rise to the need for mental health care and support. This study was conducted on 171 social workers in public social institutions in Vietnam to investigate their psychological stress, influencing factors as well as their need for psychological support. Through using the DASS-42 scale and the scale designed by the research team, the survey results showed that 95.3% have psychological stress at different levels: 14% have mild stress, 32.7 % moderate, 37.4% severe, 11.1% very severe. The factors: job characteristics, working conditions, professional capacity, fear of disease and psychological support can explain 42.7% of the psychological stress of social workers. 39.8% of social workers said they needed psychological support. Organizations and societies need to pay attention to and deploy psychological support activities to take care of mental health in general and psychological stress in particular for social workers.

Students' Learned Helplessness and Teachers' Care in EFL Classrooms

The construct of learned helplessness, as one of the noticeable emotional issues in education, has been investigated and approved its prominent place in education for its stimulus on students' accomplishment, enthusiasm, and commitment in learning. Moreover, the role of teachers as the most crucial issues in the learning viewpoint is at the center of attention since they help learners to be more motivated and provide a supportive context by caring. So, the current review of literature tries to emphasize teachers' care and its effects on decreasing learned helplessness in EFL classrooms. The review of this study underscores the important role of the teachers' care and support in learners' improvement of learned helplessness that can be alleviated in this way. Afterward, some suggestions are offered to illuminate the exercise of teachers, learners, teacher trainers, and syllabus designers.