Abstract
Executive Functions (EFs) are higher-order cognitive processes required for goal-directed behaviors. Literature on the genetic basis of executive functions suggests that these functions are mediated by the modulation of dopaminergic neurotransmission. The aim of the present study was to investigate how the Brain-derived neurotrophic factor (BDNF) Val66Met and the catechol-O-methyltransferase (COMT) Val158Met polymorphisms affect Cool and Hot executive functions. A total of 48 healthy Italian preadolescents, between 8 and 14 years of age, were included in the study. Participants completed the Digit Span Test, the Tower of London, The Balloon Analogue Risk Task, and The Iowa Gambling Task (IGT). The participants who were homozygous for the Val allele for BDNF performed better on the memory task and the decision-making task than Val/Met and Met/Met subjects, while those who were homozygous for the Met allele for COMT performed better on the decision-making task. Results suggest that the Val allele for BDNF and the Met allele for COMT are associated with higher performances on some tasks of EFs. The results reinforce the hypothesis that Val and Met alleles show functional changes related to high order cognitive processes both for BDNF and COMT polymorphisms.

Abstract
The Saudi Arabian education system has undergone a tremendous transformation from an education system, which was available to only a few children belonging to wealthy families living in cities, to one that provides free education, books, and health services to all Saudi citizens. It is now a better-planned and more robust system that includes more than 50 public and private universities, many colleges, and other institutions, and over 3,000 schools. However, globally, research exploring the views of special educational needs coordinators (SENCos) in special education is limited. Moreover, in Saudi Arabia there is virtually no research examining special education programs for students with intellectual disabilities from the perspective of SENCos. It is important to note that generalizing study results can be challenging due to the variety of problems faced by learners. In addition, there are numerous limitations to using SENCos. It is, therefore, essential to ensure that their role is not viewed solely in one context, as there are also numerous national and school-level considerations. This study aims to understand the views of SENCos, to examine the current issues in Saudi special education provision, how special education programs in the country can be improved, and, most importantly, how they can improve the benefit of students with intellectual disabilities. The research employed a case study research design, in which the qualitative data concerned was collected via semi-structured interviews. This study is expected to benefit Saudi policymakers, SENCos, and students with intellectual disabilities, as well as their parents, by filling the current gaps in the understanding of the need for special education programs, specifically in terms of the resources, training, performance, and learning outcomes concerned and seeks to ensure their continued development. The study highlights several key concerns of the SENCos involved regarding the specific educational programs currently being developed for students with intellectual disabilities in the Saudi context. It concludes that educating people with intellectual disabilities is a significant challenge and requires implementing specific plans and strategies.

Abstract
In this study, a relational systematic map of research trends in education, physical education, and sports for disabled people was prepared with the bibliometric mapping method. Scientific data obtained from the Web of Science (WoS) was used in the research. After the search in the WoS database, 423 studies were accessed, and 415 of these were included in the final analysis by applying the exclusion criteria. The VOSviewer (Visualization of Similarities) program was used for the bibliometric analysis. The results of the research demonstrate that the number of studies in the field has increased from the 1980s to the present day. The studies included in the research were published in 50 different countries, in 133 different journals and were carried out by 770 authors working in 409 different universities/institutions. According to the findings, most of the research, the highest number of citations, and the most influential authors were based in the United States of America. The results showed that the most cited author in this field works collaboratively with many national and international researchers. The results of the research may provide practical information for politicians, practitioners, and lecturers to draw their attention to new research trends and opportunities regarding education, physical education and sports for individuals with disabilities.

Abstract
The aim of the study was to evaluate the relationship between loneliness, hopelessness and social support experienced by mothers with disabled children. This cross-sectional study was conducted with 106 mothers with disabled children. The data was collected by compiling the Personal Information Form and by applying three main scales: the UCLA Loneliness Scale (UCLA-LS), the Beck Hopelessness Scale (BHS) and the Multidimensional Scale of Perceived Social Support (MSPSS). The data obtained was analyzed using the number, percentage, mean, correlation, T test, Anova and Mann Whitney U tests. The UCLA-LS mean score of the mothers was 50.56 ± 11.94, the BHS mean score was 10.78 ± 4.93 and the MSPSS mean score was 40.97 ± 13.86. The results showed a positive correlation between the mean scores of the loneliness and hopelessness scale, and a negative correlation between the mean scores of the loneliness and hopelessness scale and the mean MSPSS score (p < .05). As a result of the research findings, mothers with disabled children experienced loneliness and hopelessness and did not receive sufficient social support.

Abstract
Multiple Sclerosis (MS) is a chronic autoimmune disease of the central nervous system characterized by visual impairment, physical pain, cognitive and physical impairments, alterations in balance as well as “invisible” symptoms, such as fatigue and depression. After a presentation of the disease and the biopsychosocial model of health, the aim of the review was to explore different studies focused on the efficacy of psychotherapy in patients with Multiple Sclerosis, in particular the application of Cognitive Behavioral Therapy (CBT) for the treatment of fatigue by applying a specific cognitive-behavioral model. Research on CBT treatment for depression as well as the correlation between depression and fatigue in MS are discussed. Finally, the limitations and efficacy of CBT interventions as part of a multidisciplinary treatment for non-psychological diseases, such as Multiple Sclerosis, are reported in order to provide a support for the CBT intervention of this pathological condition.

Abstract
Background: The Erasmus+ project “U4Inclusion” is a European program aimed at creating a common University curriculum for young individuals with intellectual disability (ID) to help them acquire psychological and behavioral competencies that can foster their social inclusion. The program is intended to provide ID individuals with adaptive personal, interpersonal, and professional competencies focusing on relevant life domains. Methodology: The method of the project was based on dignity, diversity, universal design and accessibility, autonomy, security, and self-determination. Results: One of the most relevant intellectual outputs, which the project was based on, consisted of structuring the practical guidelines, which could allow the implementation of best practices to train ID individuals to obtain and keep a job. The guidelines were focused on different aspects of these individuals’ needs, such as personal skills, interpersonal relationships, decision-making autonomy, community life, and assistive technology. Conclusions: The efficacy of the training framework outlined by the European partners of the project was based on a rational integration of the various inclusion cultures that are present in different European countries. The guidelines for best training practices outlined in this project were structured on evidence-based scientific literature and can contribute to the employment inclusion and social integration of individuals with ID.