Abstract
Introduction: Obsessive-compulsive disorder with onset in childhood or adolescence causes considerable distress and functional impairment. While there is a growing body of research focusing pediatric OCD, the presentation of the disorder in school settings has not been subject of systematic research so far. Since children and adolescents spend one-third of their time at school, the issue warrants further research. This article aims to provide a review of the existing literature on the topic. Method: MEDLINE, PSYNDEX and PsycINFO were screened for data about pediatric OCD putting special emphasis on the school context. Results: Results from 9 publications suggest that many OCD-symptoms occur in school settings with evidence for a subgroup of typical compulsions associated with learning activities. Obviously, OCD often leads to substantial impairment of academic and psychosocial functioning. Discussion: An increasing awareness of OCD among teachers, school psychologists and school social workers can facilitate assessment and treatment of children with the disorder. Given the many kinds of impairments evoked by OCD, future studies should investigate typical school-related OCD-symptoms and their impact in the academic and social context. The results could then serve as a basis for the development of subsequent psychological and educational interventions.

Abstract
The aim of this research paper is to investigate Theory of Mind (ToM) capacities with Rett Syndrome (RS), which is similar to autism yet with more significant impairments. RS patients can best be described as hardly ever advancing past the sensorimotor stage, or the period described by Piaget between birth and eighteen months during which an infant's knowledge of the world is limited to sensory perceptions and motor activities with behaviours that consist of simple motor responses caused by sensory stimuli. Nevertheless, single-case studies have shown that RS patients can develop a mentalistic understanding of others if properly trained. To further advance this finding, non-trained RS female children completed a false belief task appositely devised with a non-verbal answering mode familiar to RS girls. Results show that RS girls are better on this type of false belief task than a control group of autistic children, whose deficit in ToM understanding is well-documented in literature. Our findings, though preliminary, may be a first step towards a better understanding of the differences between RS and autism in mental state reasoning, opening new topics of research and intervention in ToM with severe clinical conditions.

Abstract
Italian words can be stressed either on penultimate or antepenultimate syllables. In both cases, stress assignment is not predictable by rules, but requires a lexical check. Italian words with stress on the penultimate syllable are defined as regular because the proportion of these words is much larger than words with stress on the antepenultimate syllable, defined as irregular. We propose to investigate the influence (in terms of correct stress positioning) of different syllabic and stress structures during "decoding” by both slow readers and fluent readers. Forty-eight children, twenty-four slow and twenty-four fluent readers, decoded “target words” selected on the basis of frequency (high/low frequency) and different syllabic and stress structures: This included both irregular stress (on the third-last syllable) and structures of the open second-last syllables (ending with a vowel); Also regular stress (on the second-last syllable) and an open second-last syllable structure, including regular stress falling on a second-last syllable closed structure (ending with “A” consonant). Subjects’ performances resulted worse in the case of open second-last syllables with irregular and regular stress. Instead, closed, second-last syllable stress created improbable errors. In particular, slow readers are influenced by stress and syllabic structure also in the case of high frequency use lists of words, contrary to the results from fluent readers.

Abstract
Our considerations, in reply to Giangreco, Doyle and Suter’s (2012) paper, are grouped into different sections: reflections related to the history of inclusion in Italy that have led to disassociate the ‘special’ visions, and accept the necessity to adopt, together with quantitative analyses, qualitative and contextual approaches that also take into account socio-economic contexts; the importance of those individuals who mediate in school contexts (i.e. teachers, parents and children) their attitudes and beliefs, referring to recent theoretical models (e.g. Life Design) that emphasize narrative and life stories; the need of using indices for assessing inclusion experiences that take into account their complexity; the importance of sustaining future practitioners, and their efforts toward school inclusion to avoid that excessive attention to special educational needs that can become a “threat”. In the conclusions, we will summarize some of our reactions, hoping they also will be able to contribute to maintain the inclusion issue at the center of our attention.

Abstract
In the paper “Demographic and personnel service delivery data: Implications for including students with disabilities in Italian Schools” Giangreco, Doyle and Suter (2012) invited Italian colleagues to compare data they found through a study in 16 schools in five Italian regions relative to the demographics of the schools and to the school service delivery, paying particular attention to the comparison between Italy and the United States. In four different contributions (available to us at the time of writing), some Italian colleagues have further expanded the debate by providing additional data and points of view (Di Nuovo, 2012; D’Alessio, 2013; Ianes, Zambotti, & Demo, 2013; Zanobini, 2013). In the present paper, considerations are provided about some questions that Giangreco, Doyle and Suter have raised at the end of their article.