| Risk | Protective |
INDIVIDUAL | • Low intellectual levels. • Disorders in the basic psychological processes: attention, memory, thinking. • Communication and language impairment. • Low self-concept and self-esteem. • Literacy learning disorders. • Social relationship problems at school. • Low cognitive and emotional self-regulation. • Low school motivation. • Isolation and lack of confidence. | • Average or high intellectual levels. • Oral comprehension abilities. • Appropriate spatial vision categorization and perceptual levels. • Literacy learning at appropriate grade-levels. • Pleasure in attending school. • Joy and positive feelings. • Feeling protected both at school and at home. • Good physical and mental health level. • Pleasure in playing with other children at school. • Daily school attendance and integration in different activities. |
SCHOOL | • Peer rejection. • Low expectations of student achievement. • Ineffective parent-teacher communication. • Inadequate identification of student’s special education needs. • Failing. • Isolation in the classroom. • Lack of teaching supports for special education students. | • Involvement in different support programs provided by the secretariat of education. • Teachers’ concerns about student learning. • Teacher collaboration with the Special Education Residency program team. • Continuous professional development of faculty. • Leadership of principals from different schools and open-mindedness in enabling the improvement of the school process with varied proposals. |
FAMILY | • Single-parenting family. • Parent separation. • Living with extended family. • Lack of household rules. • Alone until parents return from work. • Domestic violence. • Alcoholism. • A parent is in prison. • Lack of social support. • Low income. • Parents or primary careers are not involved in school-related activities. • Low levels of education. | • Parents love and care for their children. • Some students are involved in extracurricular activities. • Parents seek support to solve school and family problems. • Family receives health care services. • Satisfied fundamental needs. • Able grandparents take care of their grandchildren if parents are not at home or their workplace is distant from home. • The extended family helps with the children. • Parents have high academic expectations. • Acknowledgement and acceptance of help in the face of the children’s special needs. |
SOCIAL | • Living in socially disadvantaged environments. • Violence and retail drug trafficking contexts. • Not receiving health care services. • Lack of leisure spaces. • Lack of opportunities. | • Laws aimed at reducing discrimination and promoting inclusion. • Scholarships for students with disabilities. • Actions to promote school harmony. • Actions to reduce insecurity. |