Editorial

[...]this should not at all be surprising for a journal that boasts on its title not only a critical approach to practice but one that cherishes unfinished accounts that outline (pun intended to explain our title) what's dynamic, shifting, emerging and often incipient in our social practices and reality. The fourth paper by Fabiola de Souza e Silviane Barbato seeks to make a contribution to the fields of cultural-historical theory at the intersection of disability studies, especially to the developmental study of intellectual disability in its most widely studied manifestation in Down Syndrome (DS). [...]they focus on buttressing research on compensation with a review of empirical evidence from studies on DS on topics such as its neuropsychological profile, language and memory development, and school learning while critically examining different methodologies. Ingeniously, the author adds illuminating comments from her own research to disclose gaps while suggesting how to close them and connect dots in higher education for students with disability and the corollary approaches and theories that underpin current efforts (e.g., individualized accommodations based on learning styles) at providing inclusive educations to those students.