People with Ehlers Danlos syndrome and articular hypermobility in schools

inclusive perspectives

Abstract

Some gaps in the educational system do not contemplate fundamental reflections on the learning disorders related to the different syndromes studied and about the contributions necessary for the reception of the syndromic population in the schools. A review of literature, narrative type, this article addresses the need for attention to the integrative inclusion of Ehlers Danlos Syndrome-Type Hypermobility (EDS-JH), hereditary connective tissue disease, and benign Articular Hypermobility (JH) due to the fact that some studies make considerations about the association between these conditions and possible learning disorders and limitations of patients with EDS-JH/ JHS and JH. In addition to indicating the prevalence and lack of knowledge about the syndrome, it is pointed out to the need for a population study in schools, aiming to identify and disseminate it. It is suggested that by integrating Education and Health and multidisciplinary approach aims to boost and highlight strategies and means to provide special attention in schools to the syndromic and hypermobile, providing opportunities for social integration and boosting learning, to avoid stigmatizing people in these conditions. Information and training educators, other professionals and family are key strategies considered in this process of reception and integration of learners in schools and gives priority to raising self-assessment questionnaires; guides and manuals aimed to information and training of education professionals in relation to EDS-JH/JHS and JH stand out as possible tools, as well as the establishment of partnerships to serve them and the use Public Networks teacher training for the dissemination and training on the EDS-JH and JH.