Abstract
An approach to define a neurodevelopment disorders, intellectual, neuromotor and autism spectrum disabilities, but also of that wide border area that falls within the current definition of Special Educational Needs (SEDs), through a comparison between neuropsychiatric and pedagogical perspectives, focusing on two complementarity disciplines, which can enrich each other by making contact with the tensions of their respective fields, in a broader vision that can include together therapy, care and education.
Highlights
What is intellectual disability? Intellectual disability is linked to ego function called "intelligence"
Many scholars hypothesize the typical personalities existence of subjects affected by certain syndromes whose central pivot is intellectual disability and whose cause, as well as organic symptoms, are known
Pedagogy central role of is to find traits of difference and specificity that make it possible to structure an individualized work plan, respectful of the history. These are some specific strengths or weaknesses related to faculties and functions of the Ego, but they should be compared with subject qualities that contradict them or in any case deviate from them
Summary
The article is devoted to the consideration of the approach to define a neurodevelopment disorders, intellectual, neuromotor and autism spectrum disabilities, and of that wide border area that falls within the current definition of Special Educational Needs (SEDs). Reference is made to IQ, which measures a person's intellectual capacity in relation to his peers, obtained by evaluating and measuring the quantitative aspects of formal intelligence on a statistically based threshold at a level lower than 70/75 per 100, and to the subject's adaptive capacity which manifests itself in various areas (reasoning, problem solving, school performance, ability to learn from life experiences, judgement), in relation to the standard levels of age and taking into account the socio-cultural environment. Autistic condition inclusion is even more difficult to transfer to adult world contexts, these subjects have the right and duty to participate in social life, so have a job and be able to use various services, but often, are marginalized because it is difficult to manage their unpredictability It is, first of all, duty of the institutions to provide work environments with adequate tutoring programs and specific predispositions of workplace, so that people with disabilities can feel fulfilled as adults, despite their limitations. Where a full adaptation of the person with autism is not practicable, it is possible to adapt the environment to the person, with a view to favouring as an objective the maximum autonomy, even if partial
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