Inclusive Education for Students with Type 1 Diabetes in Spain: Reality or Utopia?

Abstract

The presence, participation and learning of children with Type 1 Diabetes is not ensured in Spanish classrooms due to the existence of barriers of various origins. The aim of the present research is to understand the inclusive vision of diabetes at school through the voice of people involved in the schooling process and to analyse the educational reality of students with Type 1 Diabetes, examining both the barriers to inclusion and the opportunities for its achievement. Qualitative and phenomenological research was used, obtaining data through in-depth interviews with parents of children living with Type 1 Diabetes and their teachers, all residing in the province of Segovia, in the Autonomous Community of Castilla y León (Spain). The obtained results allow us to visualise some experiences of families and teachers based on the onset of the disease (diagnosis) and the facilitating elements and barriers perceived at school. The complexity of the disease often hinders the integration of sufferers in schools. Barriers include the lack of diabetic training, the scarcity of resources and support, and inadequate coordination between administrations. On the other hand, the importance of the school nurse, collaboration between families, professionals, health professionals and teachers, and the involvement of teachers in the care of students are highlighted. Access to inclusive education for students with Type 1 Diabetes depends on the attitude and involvement of teachers.Prisotnost, sodelovanje in učenje pri otrocih s sladkorno boleznijo tipa 1 pri pouku v Španiji niso zagotovljeni zaradi ovir različnega izvora. Namen te raziskave je razumeti inkluzivno vizijo sladkorne bolezni v šoli skozi glas ljudi, vključenih v šolski proces, in analizirati izobraževalno realnost učencev s sladkorno boleznijo tipa 1, pri čemer je treba preučiti ovire pri inkluziji pa tudi možnosti za njeno doseganje. Uporabljena je bila kvalitativna in fenomenološka raziskava, pri čemer so bili podatki pridobljeni s poglobljenimi intervjuji s starši otrok s sladkorno boleznijo tipa 1 in z njihovimi učitelji, vsi s prebivališčem v pokrajini Segovia v avtonomni skupnosti Kastilja in León (Španija). Pridobljeni izsledki nam omogočajo vizualizacijo nekaterih izkušenj družin in učiteljev glede na začetek bolezni (diagnozo) ter olajševalne elemente in ovire, ki jih zaznavajo v šoli. Kompleksnost bolezni pogosto ovira vključevanje obolelih v šolah. Ovire vključujejo pomanjkanje usposabljanja za sladkorne bolnike, pomanjkanje sredstev in podpore ter neustrezno usklajevanje med upravnimi skupinami. Po drugi strani pa so poudarjeni: pomen šolske medicinske sestre, sodelovanje med družinami, strokovnjaki, zdravstvenimi delavci in učitelji ter vključenost učiteljev v skrb za učence. Dostop do inkluzivnega izobraževanja za učence s sladkorno boleznijo tipa 1 je odvisen od odnosa in vključenosti učiteljev.