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.