In this paper, a computational approach is proposed and put into practice to assess the capability of children having had diagnosed Autism Spectrum Disorders (ASD) to produce facial expressions. The proposed approach is based on computer vision components working on sequence of images acquired by an off-the-shelf camera in unconstrained conditions. Action unit intensities are estimated by analyzing local appearance and then both temporal and geometrical relationships, learned by Convolutional Neural Networks, are exploited to regularize gathered estimates. To cope with stereotyped movements and to highlight even subtle voluntary movements of facial muscles, a personalized and contextual statistical modeling of non-emotional face is formulated and used as a reference. Experimental results demonstrate how the proposed pipeline can improve the analysis of facial expressions produced by ASD children. A comparison of system’s outputs with the evaluations performed by psychologists, on the same group of ASD children, makes evident how the performed quantitative analysis of children’s abilities helps to go beyond the traditional qualitative ASD assessment/diagnosis protocols, whose outcomes are affected by human limitations in observing and understanding multi-cues behaviors such as facial expressions.

The purpose of this study was to examine the attitudes towards gypsies of teachers with/without direct experience of integrated classes. We investigated: (1) stereotypes, emotional reactions and attitudes towards gypsies and (2) concerns, perception of practical difficulties related to teaching integrated classes and behavioural intentions of teachers with favourable/unfavourable attitudes towards gypsies and with/without gypsy children in their class. In a first phase, 12 teachers with experience of teaching gypsy pupils were interviewed. A questionnaire was then constructed and anonymously administered to teachers with gypsy children ( n= 36) and without gypsy children ( n= 32) in their class. Results confirm that stereotypes are difficult to change, even through direct experience. However, direct contact may arouse positive emotional reactions and improve attitudes towards gypsies. Teachers are generally concerned about the difficulties of implementing integrated schooling and report a medium level of willingness towards the task of integration. Only the subgroup of teachers with a favourable attitude towards gypsies, but without direct experience in integrated schools, report being more willing to make a personal effort to contribute to the integration project and significantly underestimate the burden of the added workload. Implications for teacher education are discussed.