Abstract
This study explores the personality profiles of 65 dyslexic readers (36 male and 29 female, aged between 8 and 14), and 70 normal readers using the Big Five Questionnaire (BFQ), version for children. The BFQ assesses the constellation of the traits defined by the Five Factors Theory of Personality: Agreeableness (A), Emotional Instability (I), Open mindedness (M), Energy/Extroversion (E), Conscientiousness (C). Compared to the control children, subjects with dyslexia in our sample had lower scores in M, C and A dimensions. Overall, they showed personality traits characterized by less originality and creativity, poor control over emotional reactions, changeable moods and negative affections. The dyslexic readers who have benefited from an additional specialist tuition for a longer time, showed higher scores in I, A and C dimensions (p < 0.05). It seems that an additional specialist tuition could help children with dyslexia to develop personality dimensions such as conscientiousness, agreeableness, and a stronger emotional stability. Furthermore, the I dimension correlates (p < 0.05) with the age of diagnosis: the later the diagnosis is established, the more evident the emotional instability trait becomes. The present study suggests that dyslexia and academic failure, in the long run, could affect negatively emotional experiences and personality traits.

Abstract
The present two studies were aimed at extending evidence on the effectiveness of microswitch-aided programs for promoting exercise of head movements through contingent stimulation with three participants (i.e., a man and two children) with multiple disabilities. The man and the child involved in Study I were to exercise head rotation movements from a lying or sitting position. The child involved in Study II was to exercise brief head lifting movements from a supine and a prone position. Tilt, optic, and pressure microswitches were used for the three participants, respectively. Performance of the target movements led to brief periods of preferred stimulation during the intervention phases of the studies. Data showed that the intervention frequencies of those movements increased for all three participants. Implications of the studies were discussed.

Abstract
The aim of the current study was to test the effectiveness of imagined contact – a mental simulation of a social encounter with an outgroup member – in improving humanity perceptions of individuals with intellectual disabilities (ID). A longitudinal study was conducted, examining non-disabled adults. Humanity perceptions were assessed by using uniquely human and non-uniquely human emotions. Results showed that a not fully human status was ascribed to people with intellectual disabilities. Imagined contact, however, reduced the humanity bias. Moreover, the positive influence of imagined contact was revealed also after one month, thus providing evidence of a long-term impact. Practical implications of results are discussed.

Abstract
Mothers of children with fragile X syndrome (FXS) face many challenges. FXS is a systemic disorder that includes cognitive, physical and psychological impairments along a continuum. However, behavioral issues remain the most challenging for most families (Epstein, Riley, & Sobesky, 2002). In contrast to mothers of children with other neurodevelopmental disorders these women have the additional challenge of a distinct phenotypic expression of their premutation carrier status, which presents its own psychological emotional challenges. The complex nature of the individuals affected by FXS and thus the interesting implications for the mother child dyad, make this population one of great interest. The purpose of this study is to explore the Expressed Emotion of mothers of children with FXS. Expressed Emotion is a construct of the familial emotional climate in which a parent (or close relative) expresses emotional involvement, hostility and/or criticism about their child (McCarty & Weisz, 2002). The primary way to measure expressed emotion is the Five Minute Speech Sample (FMSS) (Magana-Amato, 1993), which is coded through a non-scripted monologue by one of the parents. The FMSS provides a novel way of looking at the mother-child dyad in the FXS community, and provides information to guide intervention for new mothers with young children with FXS. Without pathologizing the mothers of children with FXS, the findings of this study provide insight into the expressed emotion of mothers and of children with FXS that could lead to valuable intervention strategies developed by parents and professionals. As this type of research has never been conducted generally with mothers of children with neurodevelopmental disorders or specifically with those with FXS, this study was conducted as a pilot to explore both accuracy of the tool and to gain insight into this very complicated dyad.

Abstract
Mental Imagery can be defined both as a reproduction of cognitive contents of the mind not actually present to sensorial perception, and as the re-elaboration and interpretation of the original perceived data. Motor and athletic rehabilitation and recovery after injuries or traumas, especially in sports, but more generally in physiotherapeutic practice, have shown to be enhanced by mental imagery processes. Mental imagery has been assumed to be essential for the acquisition of motor skills, but to also be relevant in the involutive phases of adult cognition. In fact, empirical studies indicate that different components of imagery are selectively affected by aging. This review discusses the neuropsychological bases of mental imagery, focusing on its possible applications to the rehabilitation of deficits from a variety of different causes, including mental deterioration in the elderly. Simulation techniques, and how they might assist in the accurate assessment of mental imagery skills in order to design optimal learning and/or training interventions, or rehabilitation of motor gestures, are also presented.

Abstract
Over the past two years, six sets of Italian scholars have responded to questions posed by Giangreco, Doyle and Suter (2012) in a descriptive study about school demographic data pertaining to the inclusion of students with disabilities in Italy. In this reply to those responses, the authors discuss five concerns they share in common with their Italian colleagues: (a) disability identification, labeling and disproportionate placement, (b) the role of the medical model in education, (c) lack of shared definitions about inclusive education, (d) roles and capacity of general education teachers, and (e) micro-exclusions in general education schools and classrooms. The authors conclude with potential future directions to facilitate inclusive educational opportunities and outcomes for all students.