Abstract
In Turkey individuals with intellectual disabilities, receiving supportive education services, are provided with individual and/or group training in Special Education and Rehabilitation Centers for a maximum of 8 lessons per month and 3 lessons per day. However, games, sports and physical activity classes are not conducted in these centers. In the tier-1 Special Education Application Center, which is the other educational institution where we conducted our study, games, sports and physical activity lessons are, instead, carried out three hours a week. This study aims to examine the differences in the levels of physical fitness of individuals with moderate intellectual disabilities participating and not participating in school-based physical activities. This study uses the causal-comparative research method. The participants of this study were 32 students with moderate intellectual disability who were educated at the Muş Special Education Application Center (n = 16) and at Special Education and Rehabilitation Centers (n = 16). Body Mass Index (BMI), flexibility, sitting height, arm span, standing long jump, and the throwing distance of the medicine ball of the participants were measured and the two groups were compared between each other. The Mann-Whitney U test was used for the independent comparison of the measured scores of the study. While the research findings revealed a statistically significant difference in favor of students who were educated at the Muş Special Education Application Center in terms of the variable measuring flexibility (p < .05), no statistically significant difference was found between the two groups in terms of BMI, standing long jump, sitting height, arm span, and the medicine ball throwing variables (p > .05). The results of the study show that the levels of physical fitness in students attending the Muş Special Education Application Center are better. It is thus recommended to implement school-based physical activity practices to increase the levels of physical fitness in students attending special education and rehabilitation centers.

Abstract
Migraine is a neurological disorder that significantly impacts patients and society, even though it remains undiagnosed and untreated. The Covid-19 pandemic is a public health concern and has created unprecedented consequences for patients with neurological disorders, including migraine patients. The purpose of this scoping review was to explore in-depth and report the evidence of what is already known from the literature of the unique impact that the Covid-19 pandemic had on individuals with a migraine within a timeframe of one year (March 2020 - March 2021). The authors conducted a scoping literature review based on PRISMA guidelines in 4 databases (PubMed, Google Scholar, Embase, and CINAHL) for studies regarding the impact of Covid-19 on migraine patients. Fourteen published studies were included from a total of 883 records retrieved. This ongoing pandemic has affected migraine patients in a multi-faceted way, either positively or negatively. Multi-faceted effects and changes on migraine patients at the medical, psychosocial, and working-economic level emerged during the pandemic and subsequent lockdown. Future studies should focus on assessing the long-term consequences of the Covid-19 pandemic on migraine patients.

Abstract
Despite the evidence of an increased stress, the knowledge on couple interactions in parents of children with Autism Spectrum Disorder (ASD) is still scarce. In this paper we examine the associations between parental stress, social support, positive and negative couple interactions, and relationship satisfaction in parents of children with ASD. The sample included 89 participants who met the criteria of being in a relationship, i.e. living in the same household with a partner, and parenting a child with a diagnosis of ASD. Questionnaires were administered through kindergartens, primary schools and centers for autism. Path analysis showed a significant indirect effect of parental stress on relationship satisfaction via more negative interactions, more co-parenting conflicts, and less positive interactions. The results also suggest an important role of social support: high parental stress was associated with negative interactions in couples with weak social support, whereas the same association was not substantial for couples with strong social support. Enhancing parent’s intimate relationships should be included in planning support services. Programs should address the issues of positive and negative couple interactions and forms of effective social support.

Abstract
The options for treating Major and mild Neuro Cognitive Disorders (M-NCD and m-NCD, respectively) include both pharmacological and non-pharmacological interventions. At present, no drugs appear to be decisive, which has grown the interest towards non-pharmacological interventions. Three main cognition-based approaches have been described in the scientific literature: cognitive stimulation, cognitive training, and cognitive rehabilitation. The studies on the effects of the cognitive interventions have shown controversial results. In our Institute the group-Intensive Cognitive Activation (g-ICA) was arranged whose effectiveness was demonstrated in a previous study. The aim of the present study was to further investigate whether the g-ICA approach was effective in improving the cognitive skills in patients with M-NCD and m-NCD, by comparing two subsequent g-ICA treatments, one year apart; these included pre- and post-treatment assessments, by using a comprehensive neuropsychological battery. Twenty-nine participants with M- or m-NCD were recruited. Results showed statistically significant differences between the pre- and post-treatment phases for each measure both at the first and at the second administration of treatment; a worsening in cognitive skills during the pause between the first and second treatment was recorded, while a recovery of cognitive functions was seen following the second treatment. g-ICA has proved to counteract the progressive cognitive impairment of NCDs.

Abstract
Objective: The present study was aimed at assessing two new technology-aided programs (one based on an adaptation of an experimental device [“Talking Hands”] and one based on commercial technology) to help individuals with severe neuro-motor and speech disabilities independently manage access to leisure events and basic forms of communication interaction. Methods: The two adult participants were exposed to an AA1BA1B1CC1 design in which A and A1 represented baseline conditions, B intervention conditions based on the use of the “Talking Hands” technology, B1 intervention conditions based on the use of tablet technology, C a condition in which B and B1 were alternated, and C1 a condition in which the participants were allowed to choose whether they wanted the use the B or B1 program conditions. Results: During the baseline conditions (i.e., without the technology-aided programs), the participants showed no independent access to leisure events or communication interactions. During the intervention B and B1 conditions, they successfully managed to use the different technology-aided programs to access leisure events and start communication interactions. During the C1 condition, they showed preference for the tablet-based program. Conclusions: The two programs may be effective in supporting basic leisure and communication in people with extensive neuro-motor and speech disabilities.

Abstract
Introduction: Individual characteristics, activities that are valuable to the individual as well as environmental circumstances that may impact the performance of life roles, may affect the success of participation. Visually impaired individuals often have problems in participation. However, it is difficult to encounter studies examining the causes and solutions of these problems from their perspective. Methods: This study assessed the relationship between environmental context and participation in visually impaired and blind adults. Three groups of 50 adults, aged 18 to 65 years old, in a low vision group, a blind group, and a sighted group were included in the study. Personal factors, environmental context, and level of limitation to participation were evaluated. Semi-structured interviews were conducted with the participants. Results: There were significant differences in restriction to participation between the low vision and sighted groups (p < .001) and between the blind and sighted groups (p < .001). In addition, findings indicated that there was a relationship between environment and restriction to participation for low vision, blind and sighted individuals (r = -.488, p < .001; r = -.352, p = .012; r = .342, p = .015, respectively). Discussion: The results showed that there was a relationship between participation and environmental context in visually impaired individuals. Results demonstrated a difference in participation and environmental factors in individuals with sighted, low vision, and total vision loss, and an association between participation and environmental context in individuals with visual impairment. Implications for practitioners: Participation is a rehabilitation goal that can be improved. It is important that rehabilitation programs, prepared for visually impaired individuals, include the environment in a holistic manner as well as addressing individual-centered social roles and behaviors.