Type 1 Diabetes Mellitus in Schools: Theoretical, Comparative, and Inclusive Perspectives in Teacher Training

Abstract

Type 1 Diabetes Mellitus (T1DM) is a chronic autoimmune disease characterized by the destruction of pancreatic beta cells, resulting in absolute insulin deficiency and the need for continuous insulin therapy. Children and adolescents with T1DM face daily challenges that go beyond medical care, including barriers to socialization, limited school participation, and exposure to psychological stress such as bullying and stigmatization. The school environment, being the space where these students spend a large part of their time, plays a central role in managing the disease, promoting safety, adherence to treatment, socio-emotional development, and social inclusion. Despite public policies for inclusive education in Brazil, such as the National Policy for Special Education from the Perspective of Inclusive Education, there are significant gaps in teacher preparation, a lack of standardized protocols, and insufficient integration between health and education. This article presents a theoretical and international comparative review on the inclusion of students with T1DM, addressing public policies, pedagogical practices, teacher training, school management protocols, and the use of Information and Communication Technologies (ICTs) as a capacity-building strategy. The analysis shows that prepared school environments, clear protocols, and structured teacher training programs promote inclusion, safety, autonomy, and well-being of students with type 1 diabetes, providing scientific support for the implementation of effective educational strategies in the Brazilian context.