Emily Ashford
Background: A significant effort had been expended not only to comprehend the associated challenges for children and adolescents with Specific Learning Disorder (SLD) and Type 1 Diabetes Mellitus (T1DM) but also to describe the necessary skills and approaches that caregivers must develop to assist both children and parents.
Aim: This review has two objectives. To begin, the potential impact of T1DM on psychological well-being, cognitive functioning, and school performance in children and adolescents with SLD is highlighted. Second, we will discuss the importance of a multidisciplinary approach to poor school performance in students with SLD and T1DM, highlighting the significant contributions of care providers such as parents/caregivers in the family setting, teachers and psychologists in the school setting, and health specialists (pediatricians, nutritions, nurses, child psychiatrists, and psychologists) in the medical setting.
Conclusions: T1DM diagnosis and treatment are a significant burden for children and their families; however, T1DM may or may not be associated with a variety of academic and psychological outcomes. Despite the variability in the quality of the reviewed research designs, the impact of T1DM was clearly defined across educational and mental variables. Improving children's physical, psychological, and social well-being is especially important because it helps with insulin management as well as learning difficulties. This is possible by encouraging parental and teacher participation in the intervention process. This review emphasizes the need to bridge the gap between theory/research and practice in some of the proposed areas of knowledge.