| Key aspects of the Salamanca Statement (1994) |
Educational framework for the sports practice of T1DM children |
| Providing children with the opportunity to learn |
Understanding the uniqueness of blood glucose fluctuations during and after physical effortMatching teaching methods with the bio-psycho-motor and social profilesProviding flexible instructional contentsPromoting joint activities with healthy peersAnalysing complex feedback on both medical issues and motor and social outputs |
| Establishing high standards and expectations for children with special educational needs |
Providing the European standard of care for complex therapyProviding high-quality physical ativities by using the Continuous Glucose Monitoring Systems (CGMS)Creating opportunities to include T1DM children in joint activities, either grassroots or performance sports |
| Creating an education system that takes into account diversity |
Taking into account the health status, physical development level, functional capacity, psychological and emotional challenges, as well as the personal interests and motivation |
| Accessing regular child-centred education |
Ensuring necessary logistics and technical suppport, as well as continuous medical surveillance during regular child-centred sports activities |
| Accepting inclusion as a means of fighting discrimination |
Raising peers’ awareness on the T1DM child’s profile, so that inclusive sports activities are implemented free of labelling, rejection or stigma. |
