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The publication of surveys on the feeling of hostility towards minorities, and specifically towards "gypsies", raises deep ethical and regulatory issues. The low level of acceptance towards these groups, once measured, may justify naturalised and deterministic views of the exclusion of the most marginal groups. The article explores different strategies for presenting data, which aim to make them more contextualised (comparison in space and time, social composition of those who express a more favourable opinion on social integration policies; views of Roma leaders on stereotypes affecting them). The article concludes with a reflection on the importance of a relational approach which, while capitalising on public opinion research, seeks to limit the logical blindness effects that some survey results may create (.). ; La pubblicazione di sondaggi sul sentimento di ostilità nei confronti di minoranze, e nello specifico verso gli «zingari», pone questioni deontologiche e normative profonde. Il basso livello di accettazione verso questi gruppi, una volta misurato, può giustificare visioni naturalizzate e deterministe dell'esclusione dei gruppi più marginali. L'articolo esplora diverse strategie di presentazione dei dati, che puntano a una loro maggiore contestualizzazione (comparazione nello spazio e nel tempo, composizione sociale di chi esprime un'opinione maggiormente favorevole a politiche sociali di integrazione; opinioni dei leader rom sugli stereotipi che li riguardano). L'articolo si conclude con una riflessione sull'importanza di un approccio relazionale che, pur valorizzando la ricerca sull'opinione pubblica, tenti di limitare gli effetti di cecità logica che alcuni risultati di sondaggi possono creare (.).

La pubblicazione di sondaggi sul sentimento di ostilità nei confronti di minoranze, e nello specifico verso gli «zingari», pone questioni deontologiche e normative profonde. Il basso livello di accettazione verso questi gruppi, una volta misurato, può giustificare visioni naturalizzate e deterministe dell'esclusione dei gruppi più marginali. L'articolo esplora diverse strategie di presentazione dei dati, che puntano a una loro maggiore contestualizzazione (comparazione nello spazio e nel tempo, composizione sociale di chi esprime un'opinione maggiormente favorevole a politiche sociali di integrazione; opinioni dei leader rom sugli stereotipi che li riguardano). L'articolo si conclude con una riflessione sull'importanza di un approccio relazionale che, pur valorizzando la ricerca sull'opinione pubblica, tenti di limitare gli effetti di cecità logica che alcuni risultati di sondaggi possono creare (.).

La pubblicazione di sondaggi sul sentimento di ostilità nei confronti di minoranze, e nello specifico verso gli «zingari», pone questioni deontologiche e normative profonde. Il basso livello di accettazione verso questi gruppi, una volta misurato, può giustificare visioni naturalizzate e deterministe dell'esclusione dei gruppi più marginali. L'articolo esplora diverse strategie di presentazione dei dati, che puntano a una loro maggiore contestualizzazione (comparazione nello spazio e nel tempo, composizione sociale di chi esprime un'opinione maggiormente favorevole a politiche sociali di integrazione; opinioni dei leader rom sugli stereotipi che li riguardano). L'articolo si conclude con una riflessione sull'importanza di un approccio relazionale che, pur valorizzando la ricerca sull'opinione pubblica, tenti di limitare gli effetti di cecità logica che alcuni risultati di sondaggi possono creare (.).

A rare consensus points to the question of normativity, with an inclination towards the Eurocentric Frankfurt School of Critical Theory, which seems to have been central to Critical Terrorism Studies (CTS). Given the universality of knowledge exerting pressure on scholars to conform with traditional theoretical perspectives, terrorism studies pose inequality from Eurocentricity emerging in "the battle for hearts and minds" research. Some of these studies fall to the allure of connivance with the progressively "authoritarian demands of Western, liberal state and media practice". Consequently, terrorism research risks being dominated by ethical and logical blindness within established research formations. In Africa, for example, some CTS scholars are subdued to cynically use their Africanity to authenticate the neo-colonial and neo-liberal agenda in terrorism research. This article explores the reimaging of subjugated knowledge through decolonisation of methods in CTS. Rooting for cognitive justice and adequate space for alternative knowledge to imperial science, the article contests the battle for Africa's hearts and minds as a failed process that needs transformation. Consequently, this work is a contribution to epistemological debate between the global North and South, and the subsequent theoretical contestations in CTS. We argue for hybridity by re-constructing alternative frameworks of knowledge production.

In this paper, we defend that euronorcentric theories of modernity which pursuit the philosophical-sociological reconstruction of the process of the Western modernization (or European, or the evolutionary-constitutive pattern of development of the contemporary industrialized societies) are characterized for a historical-sociological blindness which is marked by three basic points: (a) the understanding of the Western modernization as a self-referential, self-subsistent, self-sufficient, endogenous and autonomous process of development, so that there would be modernity as rationalization and all the rest as traditionalism, position that, on the other hand, does not prevent the theories of modernity of correlating modernity-modernization, rationalization, universalism and human evolution; (b) the separation between cultural modernity and social-economic modernization, the first as a sphere purely normative, and the second as a sphere basically instrumental, logical-technical, with the purpose of saving a normative concept of epistemological-moral universalism which is the cultural modernity itself; and (c), as condition of that philosophical-sociological reconstruction, the erasing, the deletion and the silencing about the colonialism as a consequence of the development of the Western modernization as a whole. We argue that a Latin-American decolonial praxis has in the denounce, unveiling and deconstruction of this historical-sociological blindness assumed by euronorcentric theories of modernity in their reconstruction of the process of the Western modernization its fundamental epistemological-political starting point to become itself an alternative to the modernity's normative paradigm, to ground its (Latin-American) philosophical-sociological discourse about Western modernization and its correlation with colonialism.

The purpose of endorsing a systematic and logical program of visual stimulation is to bring the visually impaired child into a world of functional reality. Specifically, an infant can be perceptually reinforced and "rerouted" to seeing by making optimum use of available equipment such as an infant seat, walker, backpack, jumper, records, and special television programs. Familiarizing the infant with colors, shapes, and written symbols and initiating him to basic reading at the same time that he is proceeding through critical periods and entering certain stages strengthens his self-determination and prepares him for the mandatory school curriculum. Success in responding to challenges is important to an infant's unfolding personality and produces psychological confidence. Visual stimulation encourages the visually handicapped child and such encouragement, in turn, facilitates his search for personal achievement in adult years.

'We make to ourselves pictures of facts''The logical form of reality'; Discarding ladders, dealing with nonsense; The engagement with Frege; Varieties of resolutism and the meaning of dialectic; No kinds of nonsense; II.; Style is the picture of the man; Deceiving the reader into clarity; Philosophy and poetry; Towards ethics; 3 Modernity, Culture and the Question of Politics; I.; A culture in decline?; Modernity and the ladder; II.; Wittgenstein and the question of politics; Wittgenstein's blindness; 4 The Tractatus, Modernism and the Limits of Language; The Tractatus and limits.

Examines ways of defining competency based teacher training and notes some practical difficulties of establishing competency based programs. Among the difficulties are fitting self-pacing into the traditional university semester system, writing explicit behavioral objectives and setting criteria levels, designing curricula that provide individual learning programs and logical learning sequences, and grading competent behavior. Describes the concept of Generic Preparation as practiced at the California State University, Los Angeles.

Introduction: The objective of the current study was to design and pilot-test a nonverbal intelligence test for children and adolescents with visual impairment (i.e., blindness and low vision) aged 10 to 16 years. Method: A three-dimensional haptic matrix test of nonverbal cognitive abilities (3-DHMT-CA), initially developed for adults with visual impairment, was adapted and administered to 25 juveniles with severe low vision or blindness and 25 sighted peers. The test consisted of 22 tactual matrices with a missing element, and juveniles were asked to understand the logical scheme underlying each matrix and to complete it. Convergent validity was assessed in the sighted group with the Standard Progressive Matrices. Divergent validity was measured with the Verbal Comprehension Index (VCI) and the Working Memory Index (WMI) of the Italian version of the Wechsler Intelligence Scale for Children–Fourth Edition. Between-group differences were analyzed with Student's t-test and ANOVA. Results: Results show a high correlation with the convergent measure (with the Standard Progressive Matrices), and the moderate correlations with divergent measures (VCI and WMI). Between-group differences showed significantly higher scores for sighted peers than juveniles with visual impairment at 3-DHMT-CA, and non-significant differences at VCI and WMI. Discussion: This haptic nonverbal cognitive test showed good psychometric properties, but it needs to be validated in a larger sample with a qualitative analysis of solution strategies because juveniles with visual impairment seem to use different verbal and working memory strategies. Implications for Practitioners: The 3-DHMT-CA and the haptic two-hands modality seem to be suitable to test nonverbal cognitive abilities in juveniles with visual impairment. Practitioners should focus on empowering verbal and working memory abilities, since they may affect nonverbal cognitive abilities as well.

Objective Theory of mind (ToM) refers to the ability to impute mental states to one's self and others. ToM was investigated in adults with Usher syndrome type 2 (USH2) or Alström syndrome (AS). Both syndromes cause deafblindness, but differ with regard to onset and degree of sensory loss. Individuals with AS, furthermore, display additional physical diseases. Comparisons were made with individuals with typical hearing and vision. Methods Thirteen people with USH2, 12 people with AS, and 33 people with typical hearing and vision performed tests of working memory capacity and verbal ability. ToM was tested via Happé's Strange Stories, assessing ability to understand the emotions and actions of story characters. The test also included matched physical stories to evaluate understanding of the logical outcomes associated with everyday situations. Results Significant differences were identified in problem solving regarding physical conditions, with higher scores for the typical hearing and vision group, H(2) = 22.91, p < 0.01. The two groups with deafblindness also demonstrated poorer ToM than the typical hearing and vision group, H(2) = 21.61, p < 0.01, and the USH2 group outperformed the AS group, U(34), z = 2.42, p = 0.016. Intra-group variability was related to working memory capacity, verbal ability, visual status, and to a minor extent auditory capacity. The prevalence of the additional physical diseases was not related to ToM performance. Conclusions Limited access to information due to visual loss may have reduced the degree of social experience, thereby negatively affecting the development of ToM. That working memory capacity and verbal ability displayed an impact implies that hearing also contributes to ToM development. Differences between the two groups might be a function of genetic conditions, in which the gene causing USH2 only affects the ears and the eyes, whereas AS has a multisystemic pathology. Implications for practitioners Advice and support technology should emphasize ease of communication and boost the development of the communication required to develop ToM.

Introduction This study investigated differential item functioning (DIF) of test items on Pennsylvania's Alternate System of Assessment (PASA) for students with visual impairments and severe cognitive disabilities and what the reasons for the differences may be. Methods The Wilcoxon signed ranks test was used to analyze differences in the scores of the students with visual impairments and severe cognitive disabilities who took the Grade 3–4 or 7–8 Level A PASA compared to matched peers without visual impairments. The students with visual impairments were analyzed as a group and by level of functional vision. Logical analyses of videotaped assessments of the students with visual impairments were conducted to identify potential sources of DIF. Results Among the functional vision groups, 17 instances in reading and 22 instances in math were flagged for DIF, with 14 skills in reading and 13 in math emerging as harder for students with visual impairments. The types of items that were significantly different included those involving money, matching, and selecting the smallest. Potential reasons for the differences included students needing a better orientation to test materials; the influence of lucky guesses based on distractor characteristics; and the influence of accommodations, such as the substitution of objects. Discussion The results demonstrate the complexity and importance of evaluating the validity of alternate performance-based assessments for students with visual impairments and severe cognitive disabilities. The themes that emerged suggest the need to structure alternate assessment tasks for consistent orientation to materials and to consider closely how accommodations affect the difficulty of the tasks. Implications for practitioners Practitioners should consider how the reading progression for their students with visual impairments and severe cognitive disabilities is related to alternate standards and the instruction that is in place to learn concepts that were missed incidentally. Practitioners can help improve alternate assessments by communicating with their states about the types of tasks that are difficult to accommodate in their current format or by requesting guidance in making meaningful accommodations that maintain the intent of the items.

This article comes from the peer dialogues and dissertations of the doctoral thesis entitled The institutional educational project and the formation of political subjectivity for a post-conflict scenario: collective memory of the armed conflict and school identity. Its objective is to think about school identity recognizing the diversity of subjectivity in the framework of educational processes, taking into account the institutional educational project (PEI). The chosen methodology was oral history, and hermeneutic was chosen as the approach. An outstanding finding was the need for the school to establish educational processes based on the PEI, respecting the difference and diversity of subjectivity and avoiding pedagogical and administrative blindness. When the school moves away from totalizing models and methodologies, and when teachers and managers diversify their practices, the true school identity will be configured in the student when he feels the desire to join the school, given the welcome he receives and the experiences he experiences inside. The school needs to have a broad understanding of the students based on the logical principles of exclusion and inclusion, because the student is a logo-reason, but also an instinctive being. ; Este artículo deviene de los diálogos entre pares y disertaciones de la tesis doctoral titulada El proyecto educativo institucional y la formación de la subjetividad política para un escenario de posconflicto: memoria colectiva del conflicto armado e identidad escolar. Su objetivo consiste en pensar la identidad escolar reconociendo la diversidad de la subjetividad en el marco de los procesos educativos, teniendo en cuenta el proyecto educativo institucional (PEI). La metodología elegida fue la historia oral, y como enfoque se optó por el hermenéutico. Un hallazgo sobresaliente fue la necesidad de que la escuela instaure procesos educativos con asiento en el PEI, respetando la diferencia y la diversidad de la subjetividad y evitando la ceguera pedagógica y administrativa. Cuando la escuela se aleje de modelos y metodologías totalizantes, y cuando maestros y directivos diversifiquen sus prácticas, la verdadera identidad escolar se configurará en el alumno cuando este sienta el deseo de adscripción a la escuela, dadas la acogida que recibe y las experiencias que vivencia en su interior. Se necesita que la escuela tenga una comprensión amplia del alumnado a partir de los principios lógicos de exclusión e inclusión, porque el alumno es logo-razón, pero también un ser instintivo.