Children with Down Syndrome (DS) are children who grow and have interests, desires and needs just like any other child in their age group. Although mental retardation (MR) does give rise to certain syndrome-specific characteristics in their language development, these must not be treated in isolation because they have a bearing on other global development acquisitions.

This paper advocates that we consider the importance of interaction and communication in early language acquisition from a functional perspective, bearing in mind the complexity of the language system and the interconnections between cognitive, emotional and social aspects in the acquisition process, in addition to the specificities of children with DS in their overall development. As the focus in this case is early childhood, rather than working directly with the child the proposed intervention seeks to help parents find communicative strategies that enhance the interactions they have with their children.

Children with Down syndrome have unique defining traits with a specific bearing on their psychomotor development. Brain characteristics, musculoskeletal abnormalities and associated medical conditions are the most significant factors that affect their psychomotor development, both in terms of milestone timing and in the quality of movements. The main aim of early intervention is to optimize and support the child’s development, fostering their capabilities and taking on board their individuality. Physiotherapy is offered primarily as a preventive service. Children are given the chance to experience appropriate movement, by setting optimum patterns and preventing misaligned ones. Parents and significant others in the child’s environment are also given advice.

People with intellectual disabilities undergo mourning over all kinds of bereavement. The worst and most painful is the loss of a loved one. The general stance for a long time was to keep them away from the reality of bereavement in an overly protective manner, to prevent suffering. However, with the necessary support, people with intellectual disabilities are able to handle and process painful experiences and emerge all the stronger, like the rest of the population.

The present article defines mourning and its processes, considers how death is represented in the mind of a person with intellectual disabilities, and defines normal versus pathological mourning.

Finally, some considerations are offered on appropriate attitudes for family members or caregivers in the face of imminent or recent bereavement, in order to help the person with a disability through the mourning process and provide the requisite support.

«Plataforma Ciutadana per una Escola Inclusiva a Catalunya» (Citizen Alliance for Inclusive Schooling in Catalonia) is a group of organizations and individuals working together to promote high-quality inclusive schooling for all in government schools and subsidized schools in Catalonia.
Children with disabilities must have guaranteed access to the same schooling as their age-peers. Integration with other children who do not have disabilities is an educational experience for all those involved, as well as an opportunity to learn to live together: while children with disabilities learn to be more independent and improve their peer-relating skills; the rest of the classroom community, including teachers and other teaching staff, learn to live alongside others who are different.
Whereas the rate of inclusive schooling in Catalonia is close to 65% for mainstream schools providing preschool (0-5) and primary (6-11) school education, there is a sharp drop at the level of compulsory secondary (12-15) schooling.
To boost the inclusion process, the Alliance has launched an initiative to identify, recognize and disseminate «Good Inclusive Schooling Practices in Catalonia». The present article outlines identified good practices and discusses early results.