Do you feel what I feel? Emotional development in children with ID is a study that has emerged as a need to deepen the knowledge on this area. It has focused in a case study methodology with the use of three validated instruments to a sample of thirty-four children, twenty attending the 1 st cycle and fourteen attending the 2 nd, in two school groupings of Castelo Branco city. Seventeen of them have mild intellectual disability and seventeen are "normal", aged between 8 and 14.The research has been developed in order to give answers to questions related with the way that children with intellectual disability (ID) express, identify and regulate their emotions.The results suggest that children with intellectual disability identify emotions, in a general way, the same way that "normal" children do, nevertheless, there are some difficulties in the understanding and organization of coping strategies.

Introdução: O implante coclear oportunizou crianças surdas se despertarem para o mundo sonoro. Objetivo:Relatar o comportamento social e de aprendizado após educação musical em uma criança usuária de implante coclear bilateral.Metodologia: Entrevista com a mãe e com os profissionais da equipe de saúde e da escola.Resultado: O comportamento social pré-educação musical de agitação motora, agressividade, irritação e dificuldade de comunicação relatada mudou após a criança vivenciar a música.

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Socio-emotional Learning (SEL) provides individuals with strategies and skills that allow them to be able to identify their own emotions, to reflect on their causes and to understand how these emotions condition their behaviour, aiming at their regulation (Denham, 2006). If intervention with SEL is effective with children without any type of problem, how much more effective it will be with children with Intellectual Disability (ID) since they will be able to understand more than they can express and feel their emotions spontaneously, being able to modify them in knowledge, not always expressed orally (Damásio, 2001). That was the main reason for the creation of Smile, Cry, Scream and Blush, a programme that aims to promote Socio-emotional Competences (SEC) in children with ID. The programme is based on short stories simply illustrated, which stimulates the child's creativity and imagination while arousing his/her curiosity, exteriorizes emotions and helps to resolve conflicts. The diversity of contents, the way they are reported and the very language of tales are considered to be relevant in cognitive and emotional development as well as on the child's personality formation (Couto, 2003;Souza & Bernardino, 2011). The emotional content of the programme was validated by experts in emotional development and children's literature, as well as by students with and without ID. With the purpose of verifying the appropriateness of its contents and objectives, this pilot study with 21 children with ID was conducted. The findings were evident and their involvement grew session after session.

Socio-emotional Competences (SEC) in children with Intellectual Disability (ID) are essential to their personal, social and academic success. It is important to identify measurements that have been effective in assessing SEC in children with ID, as well as programmes that have proven successful with this population. This theoretical perspective on the state of the art of measurements to assess and promote SEC led us to a wide range of instruments, although only a few have been used with children with ID. The Test of Emotion Comprehension (Pons, Harris & Doudin, 2002) seems to be the most suitable to use with these children, presenting several advantages including a Portuguese version, its use with the population with ID, its userfriendliness and appealing material. Regarding intervention programmes, there is evidence of the use of some with this population, showing relevant outcomes. Nevertheless, all these programmes provide us a solid basis for allowing a construction and validation of a new one in order to overcome some gaps in the promotion of SEC in children with ID.

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