ED 204: Foundation of Special and Inclusive Education

LESSON 5: Typology of Learners with Special Needs

Typology of Learners with Special Needs
Learning disorders are caused by genetic and/or neurobiological factors that disrupt one or more cognitive processes
associated to learning via altering brain functioning. These processing issues might make it difficult to master basic abilities like
reading, writing, and math. They can also obstruct higher-order skills including organization, time management, abstract reasoning,
long and short-term memory, and attention. Learning difficulties can have an impact on an individual's life outside of the classroom,
affecting connections with family, friends, and coworkers.
Special needs children can be divided into four categories:
A. Physical – muscular dystrophy, multiple sclerosis, chronic asthma, epilepsy, etc.
B. Developmental – down syndrome, autism, dyslexia, processing disorders
C. Behavioral/Emotional – ADD, bi-polar, oppositional defiance disorder, etc.
D. Sensory Impaired – Blind, visually impaired, deaf, limited hearing
People with learning impairments, on average, have normal or above average intelligence. There appears to be a disconnect
between an individual's potential and actual accomplishment. This is why learning difficulties are known as "hidden disabilities": the
person appears to be fully "normal" and intellectual, but may be unable to display the skill level anticipated of someone of a comparable
age.
A learning handicap is a lifetime issue that cannot be cured or rectified. People with learning disabilities, on the other hand,
can succeed in school, in work, in relationships, and in the community with the right assistance and intervention.
Learners with Intellectual Disability
Significant impairment in a student's cognitive functioning and adaptive behaviors on a daily basis (Schalock & Luckasson,
2004; American Association on Mental Retardation, 2002) . The pupil may be illiterate or have a speech impediment, and he or she
may struggle academically. Students with intellectual disabilities have broader and more significant learning deficits than students with
learning problems, as described before. They perform poorly on standardized IQ tests. Simple chores that most people take for
granted, such as getting dressed or eating a meal, may be feasible, but they will likely take longer and need more effort than usual.
A. Cerebral palsy (CP) is a collection of conditions that impact a person's ability to move, balance, and maintain posture. The
most prevalent motor disability in children is cerebral palsy. Cerebral refers to something that has to do with the brain. Palsy refers to
muscle weakness or difficulty using muscles. A person's capacity to regulate his or her muscles is harmed by CP, which is caused by
faulty brain development or damage to the growing brain
Types of Cerebral Palsy:
Doctors divide CP into categories based on the primary type of mobility problem involved. One or more of the following movement
problems can occur depending on whether parts of the brain are affected:
 Stiff muscles (spasticity)

 Uncontrollable movements (dyskinesia)

 Poor balance and coordination (ataxia)

There are four main types of CP:

Spastic Cerebral Palsy—Muscle tone is higher in those with spastic CP. This means their muscles are tight, and their movements can
be difficult as a result. The portions of the body affected by spastic CP are commonly described as follows:
a) Spastic diplegia/diparesis—The legs are the most impacted, with the arms being less affected or not affected at all. People with
spastic diplegia may have trouble walking because their legs draw together, turn inward, and cross at the knees due to tight
hip and leg muscles (also known as scissoring).
b) Spastic hemiplegia/hemiparesis— Only one side of a person's body is afflicted by this type of CP; often, the arm is more affected
than the leg.
c) Spastic quadriplegia/quadriparesis— The most severe form of spastic CP, spastic quadriplegia, affects all four limbs, the trunk,
and the face. Spastic quadriparesis is characterized by the inability to walk and the presence of other developmental
abnormalities such as intellectual incapacity, seizures, or visual, hearing, or speech issues.
Dyskinetic Cerebral Palsy (also includes athetoid, choreoathetoid, and dystonic cerebral palsies) - The unrestrained movements can be
slow and writhing or fast and jerky. The cheeks and tongue are sometimes affected, and the sufferer has difficulty sucking, swallowing,
1 | E D 2 0 4 : F o u n d a ti o n o f S p e c i a l a n d I n c l u s i v e E d u c a ti o n
and speaking. Muscle tone in a person with dyskinetic CP might fluctuate (from too tight to too loose) not only from day to day, but also
within a single day.
Ataxic Cerebral Palsy— Balance and coordination are issues for those with ataxic CP. When they walk, they may be shaky. They may
struggle with fast movements or activities that need a great deal of control, such as writing. When they grasp for anything, they may
have trouble controlling their hands or arms.
Mixed Cerebral Palsy— Some people get symptoms from multiple types of CP. Spastic-dyskinetic CP is the most prevalent kind of
mixed CP.
B. Trisomy 21 (Down Syndrome) a hereditary condition. Trisomy 21 is another name for it. It encompasses congenital
deformities, learning disabilities, and facial characteristics. A kid with Down syndrome may potentially have cardiac anomalies, as well
as vision and hearing issues. The severity of these issues varies from child to child.
When the 46 chromosomes are divided in half, an error arises. Instead of having one copy of chromosome 21, an egg or
sperm cell may preserve both copies. If this egg or sperm is fertilized, the baby will be born with three copies of chromosome 21. This
is referred to as trisomy 21.
In some eggs and sperm, the extra number 21 chromosome or a portion of it is connected to another chromosome. This could
result in Down syndrome due to a translocation. This is the only type of Down syndrome that may be passed down through the
generations.
Mosaic trisomy 21 is a rare condition. After the egg has been fertilized, an error in cell division occurs. Normal cells and cells
with an additional chromosome number 21 are found in people with this condition.
Symptoms can occur a bit differently in each child. They can include:
 Eyes that slant upward  Small hands with short fingers

 Small ears that may fold over slightly at the top  2 instead of 3 palm creases, including one across the palm
and one around the base of the thumb
 Small mouth that makes the tongue appear large
 Short height
 Small nose with a flattened bridge
 Loose joints
 Short neck

Most children with Down syndrome will have some but not all of these features.
Down syndrome can also include:
 Heart defects  Thyroid problems

 Intestinal problems  Blood conditions, such as leukemia, and risk for infections

 Vision problems  Learning problems

 Hearing problems

Learners with Learning Disability

A neurological problem is a learning disability. A learning disability is caused by a discrepancy in the way a person's brain is
"wired," to put it simply. Children with learning difficulties are just as brilliant as their peers, if not smarter. However, if left to their own
devices or taught in traditional ways, they may have trouble reading, writing, spelling, thinking, recalling, and/or organizing information.
A. Dyslexia - A common learning disability that can cause difficulties with reading, writing, and spelling. It's a specific learning
difficulty, which means it interferes with certain learning abilities, such as reading and writing. Intelligence, unlike learning disabilities, is
unaffected.
Dyslexia usually manifests itself when a child enters school and begins to focus more on learning to read and write. A person suffering
from dyslexia may:
 read and write very slowly

 confuse the order of letters in words

 put letters the wrong way round (such as writing "b" instead of "d")

 have poor or inconsistent spelling

 understand information when told verbally, but have difficulty with information that's written down

2 | E D 2 0 4 : F o u n d a ti o n o f S p e c i a l a n d I n c l u s i v e E d u c a ti o n
 find it hard to carry out a sequence of directions

 struggle with planning and organization

B. Dysgraphia a term that refers to writing difficulties. Many experts see dysgraphia as a set of difficulties with a set of skills
known as transcription. These abilities — handwriting, typing, and spelling — enable us to produce written material.
Difficulty expressing yourself in writing is not formally recognized as a symptom of dysgraphia. Written expression disorder is a type of
learning disability. However, when people struggle with transcription, it can interfere with their ability to think about ideas and how to
convey them.
The following are signs of Dysgraphia:
 Cramped grip, which may lead to a sore hand.

 Difficulty spacing things out on paper or within margins (poor spatial planning)

 Frequent erasing.

 Inconsistency in letter and word spacing.

 Poor spelling, including unfinished words or missing words or letters.

 Unusual wrist, body, or paper position while writing.

C. Dyscalculia is a term used to describe specific learning disabilities that impair a child's ability to comprehend, learn, and
perform math and number-based operations.
A young child with dyscalculia may:
 Have difficulty recognizing numbers

 Be delayed in learning to count

 Struggle to connect numerical symbols (5) with their corresponding words (five)

 Have difficulty recognizing patterns and placing things in order

 Lose track when counting

 Need to use visual aids — like fingers — to help count

And as math becomes a more important part of the school day, children with dyscalculia are more likely to:
>Have a lot of trouble learning basic math functions like addition and subtraction, times tables, and so on.
> Inability to comprehend the concepts underlying word problems and other non-numerical math calculations
> Those who have trouble estimating how long it will take to complete a task.
> Having difficulty with math homework assignments and tests
> Having difficulty staying on grade level in math; having difficulty processing visual-spatial ideas such as graphs and charts
Learners with Physical Disabilities
Physical activity and movement can be hampered by a variety of ailments, some of which are permanent and others which are
just transient or intermittent. General movement may be hampered by back or neck issues. A stroke can cause temporary or permanent
loss of feeling or movement in one side of the body.
A. Visual Impairment— A visual impairment is a loss of vision that cannot be corrected through refractive surgery (glasses). A
variety of eye disorders can result in visual impairment. Trauma, as well as brain and nerve disorders, can cause visual impairment.
People are affected differently by visual impairments. Understanding each student's visual impairment is critical in order to understand
the potential impact on the student's vision and prognosis.
Examples of Visual impairment:

 Aniridia - a birth defect. It is distinguished by the iris's incomplete formation.

 Anophthalmos— the absence of a true eyeball. The student may have a prosthetic eye.
 Albinism— congenital defect. It is characterized by a lack of pigment in eyes, hair and skin. Usually associated with decreased
visual acuity, nystagmus (rhythmic side-to-side eye movements) and photophobia (light sensitivity). It is non-progressive.

 Astigmatism— refractive error defined as an eye's inability to focus sharply (at any distance), usually caused by a spoon-like (toric)
shape of the normally spherical corneal surface.

 Cataract— pathological state It is distinguished by crystalline lens opacity or cloudiness, which may prevent a clear image from

3 | E D 2 0 4 : F o u n d a ti o n o f S p e c i a l a n d I n c l u s i v e E d u c a ti o n
 forming on the retina.

 Color Blindness—If the student is colorblind, he or she may struggle with color discrimination tasks.
 Glaucoma—a pathologic condition characterized by increased intraocular pressure resulting in damage to the optic nerve and retinal
nerve fibers.

 Myopia (Nearsightedness) - refractive error, also known as nearsightedness It's a focusing flaw caused by an overpowered eye with
too much optical power for its length.

 Strabismus—a flaw in the eye-muscle system Extraocular muscle imbalance causes eye misalignment or eyes that do not move
normally.
B. Hearing Impairment - Hearing impairment occurs when there's a problem with or damage to one or more parts of the ear.
 Conductive hearing loss— occurs as a result of an issue with the outer or middle ear, including the ear canal, eardrum, or
ossicles A blockage or other structural problem disrupts how sound travels through the ear, making sounds appear quieter.
 Sensorineural hearing loss— Damage to the inner ear (cochlea) or the auditory nerve causes this condition. The most common
type is caused by the outer hair cells failing to function properly. The individual has difficulty hearing clearly, understanding
speech, and interpreting different sounds. This type of hearing loss is irreversible.
 Auditory neuropathy spectrum disorder— This is also a type of permanent hearing loss that can be helped by cochlear implants.
In some cases, the outer hair cells function normally, but the inner hair cells or nerve are damaged.
C. Speech Impairment— refers to a mild to severe impairment in the ability to produce speech sounds. It could be an articulation
disorder, with omissions or distortions of speech sounds; a fluency disorder, with atypical flow, rhythm, and/or repetitions of
sounds; or a voice disorder, with abnormal pitch, volume, resonance, vocal quality, or duration.
Types of speech impairment:
Stuttering—refers to a speech disorder that interrupts the flow of speech. People who stutter can experience the following types
of disruption:
 Repetitions occur when people involuntarily repeat sounds, vowels, or words.

 Blocks happen when people know what they want to say but have difficulty making the necessary speech sounds. Blocks
may cause someone to feel as though their words are stuck.
 Prolongations refer to the stretching or drawing out of particular sounds or words.

Apraxia— Every action a person takes, including speaking, is controlled by the brain. The brain's involvement in speech is mostly
unconscious and automatic.
Dysarthria— occurs when brain damage causes muscle weakness in the face, lips, tongue, throat, or chest. Muscle weakness in
these areas of the body can make it difficult to speak.
D. Multiple physical Impairment— People with multiple disabilities have two or more serious disabilities (e.g., cognitive, movement,
sensory), such as mental retardation combined with cerebral palsy. Multiple disabilities have interactional, rather than additive, effects,
making instruction and learning complex.

Learners who are Gifted and Talented

When applied to students, children, or youth, the term "gifted and talented" refers to students, children, or youth who
demonstrate high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic
fields, and who require services or activities not normally provided by the school in order to fully develop those capabilities.
A. Visual Arts—Visually gifted children are associated with two sets of characteristics: behavioral traits and artistic
characteristics. It is unlikely that a child will exhibit all of the characteristics listed below, but a child with a special talent in art will most
likely exhibit many, if not all of them.
B. Music— the ability to quickly master a variety of musical skills and concepts By incorporating various aspects of music into
the applied lesson, gifted and talented students will not only gain performance skills, but also knowledge that will enable them to
become well-rounded accomplished musicians.
C. Intellectual Giftedness—a child whose intellectual abilities, creativity, and potential for achievement are so exceptional that
the child's needs exceed differentiated general education programming, have a negative impact on educational performance, and
necessitate specially designed instruction or support services
D. Performing Arts— The following are the characteristics of a student gifted in Performing Arts:

4 | E D 2 0 4 : F o u n d a ti o n o f S p e c i a l a n d I n c l u s i v e E d u c a ti o n
 Fill in extra time by drawing, painting, etc.  Produce highly original work with distinctive style, balance, and
unity
 Demonstrate extraordinary imagination
 Demonstrate accelerated development of technical skill in art
 Draws a variety of things – not just people, houses, and flowers
 Show adeptness at representing movement
 Remember things in detail
 Ask for explanations and instruction
 Take art activities seriously
 Respond to unusual subjects in art
 Have long attention span for art activities
 Are keen observers
 Plan the composition of artwork
 Set high standards of quality and rework their creations to achieve
 Experiment with different media and techniques these standards
 Arrive at unique solutions to artistic problems  Show interest in other children’s products by spending time
discussing and studying them

Learners with SocioEmotional Disorder - When students face constant struggle and failure, they may develop low self-esteem, even
when others offer them support and encouragement. Low self-esteem and lack of confidence impede learning and academic success
and can perpetuate a cycle of failure and negativity.

A. Emotional Behavioral Disorder (EBD)— an emotional disorder characterized by behavioral excesses, deficits, or
disturbances. The child's difficulty is emotional in nature and cannot be explained adequately by intellectual, cultural, sensory, general
health, or other exclusionary factors.

An emotional and behavioral disorder is a type of emotional disability that includes the following symptoms:

(i) Inability to establish or maintain positive interpersonal relationships with peers and/or teachers. This would include other
caregivers for preschool-aged children.
(ii) An inability to learn that cannot be explained adequately by intellectual, sensory, or health factors.
(iii) Under normal circumstances, a consistent or chronic inappropriate type of behavior or feelings.
(iv) An overpowering sense of unhappiness or depression.
(v) A demonstrated proclivity to develop physical symptoms, pains, or unreasonable fears in response to personal or school
problems.

B. Anxiety Attack— Anxiety attacks, also known as panic attacks, are intense bouts of fear or panic. They usually happen
unexpectedly and without warning.

The following are the characteristics of a person with anxiety attacks:

>Maladaptive thoughts that are usually dominated by fear or worry

>Concerns about not meeting the same standards as their peers
>Test-taking phobia
>Perfectionism causes procrastination and difficulty starting tasks.
>Physiological symptoms include heart palpitations and excessive sweating.
>Due to fear, some people are hesitant to take on new tasks and situations.

C. Depression— People who are frequently depressed find it difficult to engage in activities that necessitate advanced motor
and cognitive abilities. They are easily perplexed, disorganized, distracted, and irritable. Simple daily tasks also become difficult.
Students suffering from these disorders are at risk of poor academic performance and aversion to school-related activities. This may
manifest as a lack of classroom interaction, strained relationships with peers and instructors, and a loss of enthusiasm for pursuing
interests or making future plans.

The following are some examples of how being depressed can have a negative impact on learning.

 Motivation is Lacking: Depressed children lose interest in everything they value the most. Schoolwork motivation is one of the first
things to dwindle, and it is also not one of the things that young people care about the most. Inefficiency is exacerbated by a
lack of commitment and motivation, resulting in lower grades.

 Rage and Irritability: In children, increased irritability and frustration are more common symptoms of depression. A student who is
normally submissive can become combative with the teacher or other students.

 Fatigue is a Common Occurrence: Depression can make it difficult to sleep or cause you to sleep excessively. Depressed people, on
the other hand, may feel exhausted the next day, even after a good night's sleep.

 Concentration Gets Lost: Being depressed impairs a child's ability to concentrate. Concentration problems are frequently attributed to
ADHD, but some students may be depressed or suffer from an anxiety disorder, which impairs their ability to concentrate.

5 | E D 2 0 4 : F o u n d a ti o n o f S p e c i a l a n d I n c l u s i v e E d u c a ti o n
 The Need to Eat: Some children lose their appetite as a result of depression. They may skip breakfast or consume only a small
portion of it. Their blood sugar and energy levels will drop over the course of the day.

D. Obsessive Compulsive Disorder (OCD)— is a type of anxiety in which the individual feels the need to repeat certain
routines (called compulsions) and/or has certain thoughts repeatedly (called obsessions). Many people with OCD live their entire lives
dominated by those thoughts and routines.

The following are the behavior if a learner with OCD:

>The urge to repeat certain actions is referred to as compulsion.

>Compulsion is exemplified by a fear of contamination or dirt.
>Checking and needing things to be in order can also develop into a compulsion.
>People with OCD become anxious and restless if the compulsion is not carried out.
>Obsessive thoughts are frequently preceded by compulsive actions.
>Obsessive thought is the frequent occurrence of bizarre, frightening, and unwanted thoughts.
>The obsession to injure someone is a well-known phenomenon.

E. Bipolar Disorder—-Manic depression, also known as manic episodes, is a mental illness characterized by extreme high and
low mood swings as well as changes in sleep, energy, thinking, and behavior. People with bipolar disorder may experience periods of
extreme happiness and vigor, as well as periods of extreme sadness, hopelessness, and sluggishness.

Learners with Chronic Illnesses

Students who suffer from a chronic illness may miss a significant amount of school. This could be due to the fact that they
need to go to the hospital, recover at home, or attend regular medical appointments.

A. Asthma— a condition in which your airways narrow and swell, causing extra mucus to form. This can make breathing
difficult, resulting in coughing, a whistling sound (wheezing) when you exhale, and shortness of breath.

B. Diabetes - a condition that occurs when your blood glucose, also known as blood sugar, is abnormally high. Blood glucose
is your primary source of energy, and it is obtained from the foods you consume. Insulin, a hormone produced by the pancreas, aids in
the transport of glucose from food into your cells for use as energy.

Types of diabetes:

Type 1 diabetes : The body does not produce insulin. Your immune system attacks and destroys insulin-producing cells in your
pancreas. Type 1 diabetes is most commonly diagnosed in children and young adults, but it can occur at any age. To stay alive, people
with type 1 diabetes must take insulin every day.

Type 2 diabetes: The body does not produce or use insulin efficiently. Type 2 diabetes can strike at any age, including childhood. This
type of diabetes, on the other hand, is more common in middle-aged and older people. The most common type of diabetes is type 2.

C. Epilepsy— a central nervous system (neurological) disorder characterized by abnormal brain activity, resulting in seizures
or periods of unusual behavior, sensations, and, in some cases, loss of awareness.

Epilepsy may have other effects on learning. Seizures during the day can impair learning by impairing alertness and interfering with
short-term information storage and abstraction. Frequent and uncontrolled seizures impair learning new information because the
individual is unaware of his or her surroundings for an extended period of time.

D. Allergy— a response of your immune system to a foreign substance that is not normally harmful to your body Allergens are
the names given to these foreign substances. Certain foods, pollen, and pet dander are examples of allergens. The job of your immune
system is to keep you healthy by fighting harmful pathogens.

Allergic rhinitis is underappreciated as a source of pain and decreased quality of life in children and adolescents. Nasal symptoms such
as itching, sneezing, rhinorrhea, and congestion may contribute to learning problems during the school day if they are not well
controlled during the day.

If a student is having difficulty in the classroom due to a chronic illness or condition, the teacher should first seek guidance and
support. Talk to the family about their needs and the needs of their child, and then connect with the school's learning support staff.

Learners in Difficult Circumstance

These are the children who are in particularly difficult situations. Children in particularly difficult circumstances (CEDC) are a
worldwide issue. They are deprived, exploited, and neglected through no fault of their own and for reasons beyond their control.

A. Living in Remote Places— Distance learning is often seen as an obvious choice for many students with access limitations
6 | E D 2 0 4 : F o u n d a ti o n o f S p e c i a l a n d I n c l u s i v e E d u c a ti o n
because it can provide higher education without the need for on-campus attendance, and geographically remote students are a prime
example. However, little is known about how students in remote areas experience their studies, which could indicate their levels of
satisfaction and reveal strategies to increase retention rates.

B. Victims of War—-War has many of the same effects on children as it does on adults. Nonetheless, there are specific effects
on children. For starters, children's access to the love, empathy, and attention of adults who care about them is frequently limited or
non-existent. In times of war, the loss of parents, separation from parents, the parents' extreme preoccupation with protecting and
providing for the family, and the emotional unavailability of depressed or distracted parents all contribute to significant and frequent
disruptions in their attachments. In some cases, children may be placed in substitute or temporary care with someone with whom they
have limited connections or familiarity.

C. Products of Broken Family—Students’ effects include self-doubt and a lack of confidence, which eventually cause him to
lose interest in school. Children's academic performance suffers as a result of excessive thinking and passion, which leads to a loss of
self. A broken home/family can leave a child feeling insecure, as if he no longer has a complete family. This feeling of insecurity will be
triggered even if he is with his friends who have a normal and complete family. This is especially true at school events where the
parents' presence is required. There are numerous school activities that require the parents' presence, and seeing scenes like these
will make him feel ashamed of his family situation.

D. Street Children/Children from Impoverished Family— Street children face challenges in obtaining adequate food, clean
drinking water, health care services, toilets and bath facilities, and adequate shelter. They also suffer from a lack of parental protection
and security as a result of their lack of contact with their families. Furthermore, there is a lack of moral and emotional support (Lugalla
and Mbwambo, 1999).

E. Victims of Abuse— Children who have been abused have had their basic needs for healthy development denied to them
and violated. Providing for the child's physiological needs, as well as those for safety, belonging, trust, and love, promotes the child's
development as a learner. The teacher in the classroom has the opportunity to create an environment in which the child can begin to
succeed and recognize that he or she is capable and valued.

Learners from Indigenous Groups

IP education is distinct in that it frequently employs approaches that differ from those used in traditional instruction. The
significance of emphasizing indigenous knowledge, skills, practices, and values is recognized and incorporated. It is critical to
understand the world through the eyes of IP learners in order to effectively teach them. Only when links are made between new
information being presented and a child's known way of life can learning be relevant and have long-term value. Even if the changes
brought about by education are for the betterment of their community, all efforts must respect their identity as IPs.

References:

Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
https://www.instructionaldesign.org/theories/situated-learning/
Johnson SB. Diabetes mellitus in childhood. In: Routh DK, ed. Handbook of Pediatric Psychology. New York, NY: Guilford Press; 1988:9–31
UNHCR, Through the eyes of a child: refugee children speak about violence: A report on participatory assessments carried out with refugee and
returnee children in Southern Africa 2005– 2007).
Simons, F.E. Learning impairment and allergic rhinitis. Allergy Asthma Proc. Jul-Aug 1996
Macintyre R., Macdonald J. Remote from What? Perspectives of Distance Learning Students in Remote Rural Areas of Scotland. The Open
University in Scotland. May 2011
Lugalla, J. & Mbwambo, J. (1999) Street children and street life in urban Tanzania: the culture of surviving and its implications for children’s health.
International Journal of Urban and Regional Research, 23 (2): 329-344.
Ibarhim A. Characteristics of Street Children. University Of Birmingham . March/2012

Other Links references:

https://sites.google.com/site/allaboutrem/effect-of-broken-family
http://www.ascd.org/publications/educational-leadership/dec92/vol50/num04/Supporting-Victims-of-Child-Abuse.aspx
https://www.childhoodexplorer.org/relevant-learning-for-indigenous-filipinos
https://lawexplores.com/children-in-especially-difficult-circumstances-right-to-protection-and-participation/
https://www.niddk.nih.gov/health-information/diabetes/overview/what-is-diabetes

7 | E D 2 0 4 : F o u n d a ti o n o f S p e c i a l a n d I n c l u s i v e E d u c a ti o n