INVISIBLE INCLUSION: WELCOME STUDENTS WITH RARE DISEASES, CHRONIC CONDITIONS AND NON-APPEARANT DISABILITIES

Abstract

School inclusion is still frequently associated with visible disabilities and immediately recognizable educational needs, which may contribute to the neglect of students with rare diseases, chronic conditions, and non-apparent disabilities. These students may experience recurrent pain, fatigue, unpredictable episodes, functional limitations, medication side effects, frequent absences, and difficulties in participation without their conditions being properly understood by the school community. This chapter aims to analyze the challenges experienced by these students and to discuss possibilities for welcoming practices and the organization of inclusive pedagogical approaches that support their participation, learning, school retention, and holistic development. Methodologically, this study is characterized as qualitative, bibliographic, and documentary research, grounded in academic studies and legal documents related to inclusive education, rare diseases, chronic conditions, and non-apparent disabilities. The discussion shows that the invisibility of these conditions may intensify attitudinal, pedagogical, communicational, and institutional barriers, especially when students’ needs are interpreted as lack of interest, indiscipline, or lack of commitment. It is concluded that building a genuinely inclusive school requires sensitive listening, pedagogical flexibility, respect for privacy, collaboration among schools, families, and care networks, as well as teacher education capable of recognizing needs that are not always visually perceptible.