The paper addresses the issue of resilience in children at risk considering that children may be more terrified when they are witness to high arousal, panic and adult shock response to traumatic events (especially when it is about significant people in their life) than when are themselves threatened. The purpose of the research is to see how play and drama sessions can influence the level of resilience in children at risk who manifest school refusal, inability to focus on school tasks, aggressive behaviors, decrease of the school performances. To assess the level of resilience we used the drawings of the children included in the study and questions with heuristic value developed by Malchiodi, Steele & Kuban (2008). Play and drama sessions were built on the basic structure: the warm-up, main event and closure. The results revealed an increase in self-confidence and a reduction in disruptive behaviors. Creative work sessions offered alternative ways of communication and opportunities to work in group. Through art and play, a child in a special needs situation can explore the physical and social environment, address past and current emotional issues, can create a role and reach a state of satisfaction from imaginary events

The paper addresses the issue of children with Down syndrome and psycho-pedagogical implications in the present. Down syndrome is the most common biological cause of intellectual disability. This intervention study was conducted to explore the effectiveness of using the tablet as a learning tool in teaching mathematics to children with Down syndrome. Also, to explore the extent to which children with Down syndrome are able to learn counting elementary mathematics concepts, such as the addition operation or subtraction. The results showed that there was significant progress in terms of basic mathematical skills acquisition in children who use electronic media than children who used only concrete objects. Research indicate that good teaching, using the children's strengths for visual learning lead us to conclusion that children with Down syndrome are able to learn and, in particular counting, if they are exposed to the appropriate conditions, which match their needs. Children with Down syndrome can improve their mathematical thinking skills through training that combines real activities with objects, math aps for tablet and visual configurations of numbers

This study explores the relationships among emotional intelligence, self-efficacy, and the satisfaction of basic psychological needs (autonomy, competence, and relatedness) in shaping job satisfaction and work involvement among teachers. The research is grounded in the context of a social-emotional skills development program implemented by UNICEF under the SEE-Norway Grants 2014–2021 framework. A total of 97 teachers participated in this cross-sectional study, completing validated instruments to measure the constructs of interest. Results indicate that emotional intelligence directly predicts job satisfaction, while self-efficacy is significantly associated with work involvement. Autonomy satisfaction mediates the relationship between self-efficacy and job satisfaction, whereas relatedness satisfaction is associated with both outcomes. However, competence satisfaction showed no significant mediation effects. The findings underscore the critical role of emotional intelligence and self-efficacy in enhancing teachers’ professional well-being and engagement, suggesting the need for targeted training programs to develop these competencies. These insights contribute to fostering more positive educational environments by promoting teacher retention, satisfaction, and involvement.

This particular research aims to develop micro-operations of thinking, called logical operators to students with intellectual disabilities through a program specifically designed to drive them in special education. Training program consisted of logical operators in learning activities at the acting, iconic and verbal level, based on formative side extension curriculum and finding the most appropriate training problems and exercises a certain micro-operations of thinking. Cognitive development programs have tried to expand the “zone of proximal development” of the child, in other words, to overcome the current level of development, trying to reach his full potential cognitively

Down syndrome can cause disorders of both cognitive abilities, but also, most often, cause a deficit in language development, and their speech and language develop later and more slowly, hence the importance of finding optimal ways to improve. The purpose of the research is the development, implementation, and validation of the effectiveness of the speech therapy intervention program structured in accordance with the Theory of Multiple Intelligences (Howard Gardner). Participants with Down syndrome in this study obtained significant improvements in the areas of language and communication assessed after receiving the systematized speech therapy intervention, based on the theory of multiple intelligences.

In recent decades, researchers have shown an increased interest in people with intellectual disabilities, as evidenced by the numerous research articles and book chapters written on this topic. This research developed in accordance with the new social politics sustained by the community and national laws and principles that promote the independence and autonomy of this population, Using the Quality of Life Inventory, developed by Michael B. Frisch, we surveyed 36 people active in the work field, diagnosed with mild and moderate intellectual disability. We found that women and men have different hierarchies of importance and satisfaction with life domains: self-esteem, money, goals, and values are important to men, and health, love, work, help, and children are important to women. We also found that health is the most problematic area for this population category, that men and people under 39 show a higher level of overall satisfaction with quality of life. The degree of impairment of the intellectual disability does not determine a low global quality of life score, since there are no major differences between people with mild intellectual disability and those with moderate intellectual disability in terms of the global level of quality of life