Abstract
This study extends the use of microswitch technology for a man with acquired brain injury and pervasive/multiple disabilities, who had previously been involved in microswitch-mediated programs aimed at promoting adaptive behavior (i.e., object manipulation and head upright). The objectives of this study were (a) to restore the adaptive level obtained in previous programs, but with the use of a more elaborate object manipulation response, (b) extend the adaptive behavior so as to include the presence of eyes open, and (c) establish a new form of practically useful adaptive response, namely, independent drinking. The results showed that the participant improved his adaptive behavior to a level at which (a) virtually all object manipulation responses occurred in combination with head upright and eyes open, (b) the time with head upright and eyes open covered nearly the entire duration of the sessions, and (c) the drinking responses were largely consistent. The implications of the findings are discussed.

Abstract
The rapidly expanding proportion of elderly individuals in the population demands systematic efforts to maintain quality of life, prevent mental deterioration, and restore lost or declining mental functions. The Feuerstein Instrumental Enrichment (FIE) Program for the Elderly is proposed as an effective way of meeting these needs. The program is described and suggestions made for designing research and intervention protocols. Preliminary results of program participant responses from early implementation projects are presented. Benefits for the elder client, the caretakers, and care providing settings are discussed. Implications for the care providing settings and caretakers are also identified.

Abstract
We are living in an age of demographical revolution: the world population is ageing dramatically. This poses great challenges to our society, which must adapt to a changing age structure. This study examines the impact of this revolution in the workplace. The percentage of senior workers has gradually increased over the last two decades; this workforce has a large pool of knowledge at its disposal. Consequently, a well-planned and effective knowledge transfer between different generations of the workforce is of great importance. Our extensive analysis of the literature on senior workers and intergenerational knowledge exchange in the workplace has permitted us to study the role of motivational aspects and erroneous beliefs about the elderly with the aim of promoting an exchange of effective intergenerational knowledge in the context of the workplace.

Abstract
This paper explores the authorship of the written production of children with autism who need to be physically and emotionally supported by a competent interlocutor in order to communicate. Facilitated Communication is a technique developed for this purpose. However, a significant part of the scientific community considers it a controversial technique because of the difficulty in determining the authentic author of the message. The aim of this study is to examine the written communication of six autistic boys in order to investigate and determine direct or indirect evidence of authorship. In particular, the focus is on the process of communication itself, to find behaviours or written expressions that could disprove the hypothesis of a direct influence of the facilitator. Six secondary school students diagnosed with autism participated in this study. Each student participated in 8 sessions of facilitated communication, 4 with one parent at home, 4 with an educator at school, both parent and educator assuming the role of facilitator. According to our data, evidence of authorship was represented in all categories supporting our hypothesis that facilitated communication can be authentically based both on authentic interactions and messages between both partners.

Abstract
This paper offers a contribution to the debate raised by Giangreco, Doyle and Suter (2012), regarding the inclusion of pupils with disability and/or other special needs in normal schools. The main issues to be discussed are: the dependence of the number of “disabled” children on the methodology of diagnosis and on the definition of disability; the need to consider the duration of time spent in schools as a relevant statistical variable; the categories of personnel involved in “inclusion” (teachers, assistants, others); the pupils with different special needs, but not certified as having a “disability”, who have to be considered also for inclusion and therefore necessarily require special support. In conclusion, some psycho-social variables interacting with inclusive processes will be outlined that have to be taken into account in research and/or intervention.

Abstract