Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
311-339
Educational status of a population with
multiple disabilities. Lennox-Gastaut
Syndrome
Situación educativa de una población con
discapacidad múltiple. Síndrome de Lennox-Gastaut
Karina Fernanda Heras Figueroa 1, Diana del Pilar Borja Ramon 2 , Karla Isabel Vera Guaraca 3 ,
Andrea Esther Gualoto Meza 4
1 Graduate in Early Health Stimulation . Master’s degree in Special Education with a focus on
Education for People with Multiple Disabilities. Teacher at the “Herlinda Toral” Educational Unit.
karinaheras1993@hotmail.com. Cuenca, Ecuador.
2 Bachelor’s degree in Educational Psychology . Specialization in Basic Education - Master’s degree
in Education. Elementary School Teacher at the “Santa Mariana de Jesús” Private Educational Unit.
pilmacus@gmail.com. Cuenca , Ecuador.
3 Graduate in Early Health Stimulation . Master’s in Special Education. CDI Educator
Educational Institution: MIES. karla-isa-@hotmail.com. Gualaceo, Ecuador.
4 Bachelor’s degree in Basic General Education . Master’s Degree in Educational Innovation. Professor at
the “José Ochoa Serrano” Educational Unit. andrea.gualotomeza@gmail.com. Cuenca, Ecuador.
How to cite:
Heras Figueroa, K. F., Borja Ramon, D. del P., Vera Guaraca, K. I., & Gualoto Meza, A. E. (2025). Educational
status of a population with multiple disabilities. Lennox-Gastaut syndrome. Multidisciplinary Journal of
Contemporary Research, 3(2) 311–339. https://doi.org/10.58995/redlic.rmic.v3.n2.a112
Article Information
Received: 19-02-2025
Accepted: 21-04-2025
Published: 01-07-2025
Editor’s Note
REDLIC remains neutral regarding jurisdictional
claims in published messages and institutional
afliations.
Editorial
Latin American Editorial Network for
Contemporary Research (REDLIC)
www.editorialredlic.com
Funding Sources
The research was conducted using the authors’
own resources.
Conicts of Interest
No conicts of interest are declared.
This text is protected by a Creative Commons 4.0.
You are free to Share - copy and redistribute the material in any
medium or format - and Adapt the document - remix, transform, and
build upon the material - for any purpose, including commercial
purposes, provided you comply with the condition of:
Attribution: you must credit the original work appropriately, provide
a link to the license, and indicate if changes have been made.
You may do so in any reasonable manner, but not in such a way
as to suggest that you are endorsed by or receive support from the
licensor for your use of the work.
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Leucemia de células dendríticas plasmocitoides
- estudio y diagnóstico de un caso 49 -49
Copyright (c) 2025 Faicán Rocano Pedro Fernando, Dután Pérez Ibelice Salomé,
González González Camila Raquel, Matute Aguiar Joselyn Nayeli, Rodríguez Ver-
dugo Alejandra Valentina.
Este texto está protegido por una licencia Creative Commons 4.0.
Usted es libre para Compartir —copiar y redistribuir el material en cualquier medio
o formato — y Adaptar el documento —remezclar, transformar y crear a partir del
material— para cualquier propósito, incluso para nes comerciales, siempre que
cumpla la condición de:
Atribución: Usted debe dar crédito a la obra original de manera adecuada, propor-
cionar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo
en cualquier forma razonable, pero no de forma tal que sugiera que tiene el apoyo
del licenciante o lo recibe por el uso que hace de la obra.
Resumen de licencia - Texto completo de la licencia
Original article. Revista MultidisciplinariaInvestigación Contemporánea.
Vol. 3 - No. 2, pp. 311 - 339. July-December, 2025. e-ISSN: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Leucemia de células dendríticas plasmocitoides
- estudio y diagnóstico de un caso 32 -49
Artículo Caso clínico. Revista multidisciplinaria investigación Contemporánea.
Vol. 3 - No. 2, pp. 32 - 49. julio-diciembre, 2025. e-ISSN: 2960-8015
Leucemia de células dendríticas
plasmocitoides - estudio y diagnóstico
de un caso
Leucemia de células dendríticas plasmocitoides - estudio y
diagnóstico de un caso
Información del artículo:
Recibido: 05-12-2024
Aceptado: 21-02-2025
Publicado: 01-07-2025
Nota del editor:
REDLIC se mantiene neutral con respecto a
reclamos jurisdiccionales en mensajes publi-
cados y aliaciones institucionales.
Editorial:
Red Editorial Latinoamericana de Investigación
Contemporánea (REDLIC) www.editorialredlic.com
Fuentes de nanciamiento:
La investigación fue realizada con recursos propios.
Conictos de interés:
No presentan conicto de intereses.
Este texto está protegido por una licencia Creative Commons 4.0.
Usted es libre para Compartir —copiar y redistribuir el material en cual-
quier medio o formato— y Adaptar el documento —remezclar, transformar
y crear a partir del material— para cualquier propósito, incluso para nes
comerciales, siempre que cumpla la condición de:
Atribución: Usted debe dar crédito a la obra original de manera adecuada,
proporcionar un enlace a la licencia, e indicar si se han realizado cambios.
Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugie-
ra que tiene el apoyo del licenciante o lo recibe por el uso que hace de la obra
1 Docente Investigador; pedro.faican@ucacue.edu.ec. Azogues, Ecuador.
2 Estudiante; ibelice.dutan.44@est.ucacue.edu.ec. Azogues, Ecuador.
3 Estudiante; camila.gonzalez.66@est.ucacue.edu.ec. Azogues, Ecuador.
4 Estudiante; joselyn.matute.44@est.ucacue.edu.ec. Azogues, Ecuador.
5 Estudiante; alejandra.rodriguez.60@est.ucacue.edu.ec. Azogues, Ecuador.
Faicán Rocano Pedro Fernando 1, Dután Pérez Ibelice Salomé 2, González González Camila
Raquel 3, Matute Aguiar Joselyn Nayeli 4, Rodríguez Verdugo Alejandra Valentina 5
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Cómo citar:
Faican Rocano, P. . F., Dután Pérez, I. S. ., González González, C. R. ., Rodríguez Verdugo, A. V. ., & Matute Aguiar, J.
N. . (2025). Leucemia de células dendríticas plasmocitoides - estudio y diagnóstico de un caso.
Revista Multidisci-
plinaria Investigación Contemporánea
, 3(2), 32-49. https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
312-339
Abstract
Introduction: Lennox-Gastaut syndrome (LGS) is an epileptic encephalopathy
characterized by recurrent seizures, cognitive impairment and
electroencephalographic alterations. The education of children with this condition
is a challenge, given their functional dependence and the lack of inclusive
adaptations in the educational system. Aim: To analyze the educational situation
of a child with SLG through a functional educational assessment, identifying
their needs and possible inclusion strategies. Methodology: A qualitative and
descriptive approach was used, based on direct observation, structured interviews
with therapists and family members, and the application of the Individual Plan
of Reasonable Adjustments (PIAR). Results: The child presents motor, cognitive
and communicative limitations that hinder his school inclusion. Necessary
supports were identied, such as a standing frame, multisensory therapy and
alternative communication strategies. Conclusions: A transdisciplinary approach
is recommended for its development, prioritizing autonomy and gradual inclusion
with curricular adaptations.
Keywords: Multiple Disability, Lenoxx Gastaut Syndrome, educational assessment,
functional, educational status, inclusion.
Resumen
Introducción: El síndrome de Lennox-Gastaut (SLG) es una encefalopatía
epiléptica caracterizada por crisis convulsivas recurrentes, deterioro cognitivo y
alteraciones electroencefalográcas. La educación de niños con esta condición es
un desafío, dada su dependencia funcional y la falta de adaptaciones inclusivas en
el sistema educativo. Objetivo: Analizar la situación educativa de un niño con SLG
mediante una evaluación educativa funcional, identicando sus necesidades y
posibles estrategias de inclusión. Metodología: Se utilizó un enfoque cualitativo y
descriptivo, basado en observación directa, entrevistas estructuradas con terapeutas
y familiares, y la aplicación del Plan Individual de Ajustes Razonables (PIAR).
Resultados: El niño presenta limitaciones motoras, cognitivas y comunicativas
que dicultan su inclusión escolar. Se identicaron apoyos necesarios, como un
bipedestador, terapia multisensorial y estrategias de comunicación alternativa.
Conclusiones: Se recomienda un enfoque transdisciplinario para su desarrollo,
priorizando la autonomía y la inclusión gradual con adaptaciones curriculares.
Palabras clave: Discapacidad múltiple, síndrome de Lenoxx Gastaut, evaluación
educativa, funcional, situación educativa, inclusión.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
313-339
1. Introduction
Lennox-Gastaut Syndrome (LGS) is a catastrophic epileptic
encephalopathy characterized by a distinct triad, including the onset of
various forms of epileptic seizures, cognitive decits with regression or
stagnation (Cameld, 2011) , and an EEG showing slow wave congurations
along with generalized paroxysms of fast activity during nocturnal periods
(Belousova et al., 2022; Nizami et al., 2024; Strzelczyk et al., 2023) atypical
absences, myoclonic, tonic/atonic drop attacks, generalized tonic-clonic,
focal.
The onset of LGS occurs between the rst and eighth year of life
(Asadi-Pooya and Farazdaghi, 2022), peaking between 3 and 5 years of
age, with a higher prevalence in males than in females (Belousova et al.,
2022) atypical absences, myoclonic, tonic/atonic drop attacks, generalized
tonic-clonic, focal. Furthermore, 30% of individuals diagnosed with West
syndrome progress to Lennox-Gastaut syndrome , with a prevalence
ranging from 2 to 10 individuals per 10,000,000 people (Kenyon, 2018)
. In 75% of cases, the etiology is symptomatic and includes conditions
such as hypoxic-ischemic encephalopathy, neurocutaneous syndromes,
meningoencephalitis, intracranial hypertension, and neoplasia, while
25% to 30% of cases are cryptogenic, indicating an unknown etiology
(Auvin, 2020; Herrera and Burneo, 2018).
However, there is a clear lack of information available on multiple
disabilities in the Ecuadorian context (Delgado-Carrillo et al., 2019),
particularly with regard to aspects related to the incidence, prevalence
and, in particular, the educational circumstances of people with multiple
disabilities (Cordeiro and Sebastián-Heredero, 2024; Ramírez et al.,
2022), who evidently constitute a signicant proportion of the population
and frequently lack the necessary adaptations and support for effective
inclusion (Martínez ‐ Martínez et al., 2020; Mendoza Carrasco, 2018; Palma
et al., 2016) .
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
314-339
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
Situación educativa de una población con discapacidad múltiple.
Síndrome de Lennox-Gastaut 314 - 339
plejidad de su afección, y actualmente se identica como Síndrome de Len-
nox-Gastaut (SLG); además, presenta una tetraparesia espástica y un retraso
global en el desarrollo psicomotor. Depende completamente de otro indivi-
duo para su movilidad, alimentación y ejecución de cualquier otra tarea co-
tidiana, lo cual es la razón de su ausencia de una institución educativa; sin
embargo, participa en la estimulación temprana, la sioterapia, la terapia del
habla y la terapia neurosensorial.
Por ello, este manuscrito implica llevar a cabo una evaluación educa-
tiva funcional para determinar el potencial del niño, haciendo hincapié en
todos los ámbitos en los que participa, además de ofrecerle las oportunida-
des esenciales para que se desarrolle de la manera más autónoma posible,
con adaptaciones razonables y apoyos funcionales, imperativos e individua-
lizados que se identicaron a lo largo de esta investigación. Por lo cual, este
estudio tiene como objetivo analizar la situación educativa de una persona
con síndrome de Lennox-Gastaut desde el enfoque de la evaluación educati-
va funcional.
2. Metodología
La investigación se desarrolló con tendencias del enfoque cualitativo y des-
criptivo, pues permitió conocer la situación educativa actual del objeto de
estudio. A través, de la investigación de campo se recolectó datos trascenden-
tales al tema seleccionado, con lo cual, se logró realizar el Plan individual de
ajustes razonables (PIAR), entrevistas y la evaluación educativa funcional,
además de emplear una observación directa y el planteamiento de interro-
gantes a terapeutas y familiares.
Por otra parte, la observación permitió el contacto directo con el par-
ticipante y de los acontecimientos que se estudian (González Morales, 2023).
Mientras que la entrevista estructurada permitió recoger información me-
diante preguntas planteadas con anterioridad y con una estructura denida
(Añorve Guillén, 1991; Díaz-Bravo et al., 2013; Troncoso-Pantoja y Amaya-Pla-
cencia, 2017). Así también, comprendiendo que la evaluación educativa fun-
In this particular case, the child’s diagnosis has evolved over time
due to the unique characteristics and complexity of his condition. It is
currently identied as Lennox-Gastaut Syndrome (LGS). He also presents
with spastic tetraparesis and a global delay in psychomotor development.
He is completely dependent on another individual for mobility, feeding,
and the performance of any other daily tasks, which is the reason for his
absence from an educational institution. However, he participates in early
stimulation, physical therapy, speech therapy, and neurosensory therapy.
Therefore, this manuscript involves conducting a functional
educational assessment to determine the child’s potential, focusing
on all areas of participation. It also provides essential opportunities
for the child to develop as independently as possible, with reasonable
adaptations and the functional, imperative, and individualized supports
identied throughout this research. Therefore, this study aims to analyze
the educational situation of an individual with Lennox-Gastaut syndrome
from a functional educational assessment perspective.
2. Methodology
The research was conducted using a qualitative and descriptive
approach, as it provided insight into the current educational situation
of the subject of study. Through eld research, data relevant to the
selected topic were collected, enabling the development of an Individual
Reasonable Adjustment Plan (IAP), interviews, and a Functional
Educational Assessment. Direct observation and questioning were also
used for therapists and family members.
On the other hand, observation allowed direct contact with the
participant and the events being studied (González Morales, 2023) . While
the structured interview allowed information to be collected through
previously posed questions and with a dened structure. (Añorve Guillén,
1991; Díaz-Bravo et al., 2013; Troncoso-Pantoja and Amaya-Placencia, 2017)
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
315-339
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
Situación educativa de una población con discapacidad múltiple.
Síndrome de Lennox-Gastaut 315 - 339
cional está destinada para niños con discapacidad múltiple, permitió evaluar
el punto de vista educativo, con el objetivo de recolectar datos que ayudarán
a familias e instituciones educativas (Vásquez, 2011).
En esta investigación, la población está constituida por un niño de cua-
tro años con discapacidad múltiple: síndrome de Lennox-Gastaut que asiste
al Centro de desarrollo infantil de la Universidad de Cuenca (CEDIUC) ubica-
do en la ciudad de Cuenca.
3. Resultados
3.1. Plan individual de ajustes razonables (PIAR)
El plan individual de ajustes razonables es un instrumento que permite ca-
racterizar a una persona especicando detalles para poder determinar nece-
sidades educativas y planear actividades para un abordaje pedagógico.
Esta herramienta está conformada por cinco partes basadas en la infor-
mación obtenida en todos los contextos en los que se desarrolla el niño. Tam-
bién se han considerado las necesidades que posee al momento de realizarlo.
3.1.1. Caracterización inicial
Los datos prenatales hacen referencia a un embarazo a término y sin ninguna
complicación. La madre del evaluado tuvo al momento del parto treintaicin-
co años de edad, en total tres embarazos, cero abortos, diez controles médicos
durante todo el proceso de gestación. El parto fue eutócico. Dentro de la in-
formación postnatal es importante conocer que hubo llanto inmediato, pre-
sentó hiperbilirrubinemia, recibiendo los cuidados necesarios y el periodo
de lactancia fue hasta los dos meses de edad, siendo interrumpido por las
múltiples intervenciones médicas.
En la actualidad, el niño se alimenta únicamente con semilíquidos me-
diante biberones, cucharas, entre otros utensilios que utilizan los miembros
de su familia, se desconoce que presente algún tipo de alergia hacia algún
. Likewise, understanding that the functional educational assessment is
intended for children with multiple disabilities, allowed assess he spot
of view educational, with he aim of gather data that will help families and
educational institutions (Vásquez, 2011).
In this research, the population consists of a four-year-old child
with multiple disabilities: Lennox-Gastaut syndrome who attends the
Child Development Center of the University of Cuenca (CEDIUC) located
in the city of Cuenca.
3. Results
3.1. Individual Reasonable Adjustment Plan (IRAP)
The individual reasonable adjustment plan is an instrument that
allows a person to be characterized specifying details for can determine
needs educational and plan activities for a pedagogical approach.
This tool is made up of ve parts based based on information
obtained in all contexts in which the child develops. The child’s needs at
the time of the assessment have also been considered.
3.1.1. Initial characterization
The data prenatal do reference to a pregnancy to term and without
none complication. The mother of the evaluated was thirty-ve years old
at the time of delivery, with a total of three pregnancies, zero abortions,
ten controls doctors during all he process of gestation. He delivery was
eutocic . Within the postnatal information it is important to know that
there was immediate crying, presented hyperbilirubinemia, receiving
the care necessary and he period of lactation was until two months of age,
being interrupted by multiple medical interventions.
Currently, the child is fed only with semi-liquids through bottles,
spoons, between others utensils that they use the members of his family,
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
316-339
HE unknown that have any type of allergy to any food or product and He’s
not yet toilet trained, which is why he wears diapers. Occasionally , his
sleep is interrupted several times during the night, but he calms down
easily.
The patient being evaluated has a chronological age of four years
and ten months and has a diagnosis of Lennox-Gastaut syndrome with
recurrent seizures and delayed psychomotor development, which, in this
specic case, is global due to the fact that he has spastic tetraparesis. He
has no dened language; he only communicates through crying and facial
expressions. facials, by it so much, depends totally of a adult that it attend.
Go to the Center of development childish of the University of Cuenca, in
where receives stimulation early, physical therapy and speech therapy.
The minor has not been enrolled in school due to reasons related
to his condition, lives with his parents and two brothers, forming a solid
family and United. A notable aspect is the support each member provides,
which in turn allows them to move forward as a team, respecting norms
and rules of coexistence to maintain optimal interpersonal relationships.
and prioritizing always the needs of the member of his family with multiple
disabilities.
The child does not have medical insurance, which is why his health
care is provided of manner private, attending by choice of their parents
to specialists so much in conventional and natural medicine. He holds
a disability card issued by the Ministry of Public Health, which only
qualies his physical disability, with a percentage of 84%.
3.1.2. Descriptive report : Body expression and motor skills
In this area of a total of twelve evaluation items the skill is acquired
concerning to tolerate different textures and in process the that speaks
about of the recognition of loud and soft sounds because it responds with
body movements to sounds, but does not discriminate between them.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
317-339
3.1.2.1. Logical - mathematical relationship
In this area there are fourteen skills to be evaluated, one of which
is in the start indicator and deals with maintaining attention on a task,
here we can consider that this trying to carry it out because when observe
a element that calls his attention he focuses his gaze and makes repetitive
movements with his arms.
3.1.2.2. Oral and written comprehension and expression
The person being evaluated only completes the skill of expressing
pleasure and displeasure , as he or she has the ability to express it through
crying and calming down. In this area, three skills concerning expressing
emotions and needs are also included, with a total of eleven items.
3.1.2.3. Discovery and understanding of the environment
In this scope exist nine skills, one of they is recognize people
nearby , which is in the process of being completed. The remaining skills
correspond to complex abilities for the child at the moment.
3.1.2.4. Artistic expression
In this eld exist fourteen items, of the which one HE nds in he
indicator of due start to that has the intention of hold objects, but at the
moment No account with the coordination and strength necessary to do it.
3.1.2.5. Identity and autonomy
Of a total of twenty-ve questions, two are acquired , since it tolerates
accessories and lets someone else comb their hair. On the other hand, two
skills are found at the beginning; one concerning to chew properly and
other to drink with a cup. The remaining No the performs.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
318-339
3.1.2.6. Coexistence
In this scope of ten skills fullls only with the of tolerate dress up,
due that No presents opposition to the carry out this action, the remaining
still No are carried out by he minor.
3.1.2.7. Context and life history
The child’s development proceeded normally until he was two months
old, from that period on he began to go to the neuropediatrician due to the
seizures he was having and which were increasing. HE intensied further,
by it, the family look for the opinion of several professionals. He The rst
person they went to gave him medication that, according to the parents’
opinion, kept him in a state of sleepiness to the child, this happened until
the ve months, reason by the which they changed as a doctor, attending to
other that of equal manner you gave medication that No was very favorable,
In addition to mentioning to the family that the condition the minor has
has no cure and that nothing can be done nothing further by his welfare.
By this reason, they searched again other opinion and were to the city of
Quito from six months to rst year, the neuropediatrician provided timely
care and of quality decreasing the frequency and intensity of the crisis
convulsive, besides of that This professional gave the diagnosis of Lennox-
Gastaut syndrome, however, due to the distance and The cost of care
meant they had to seek another specialist in their own city, with whom
they continue to this day.
It is important to emphasize that the family , since the child was
three years old, has also opted to receive natural treatment and states that
it has signicantly reduced the seizures, but without ceasing to receive
monthly check-ups from the neuropediatrician.
In all this process No existed advances in his development
psychomotor, to to leave of the four years old the child ha attended to
physical therapy, speech therapy and stimulation early in the Child
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
319-339
Development Center at the University of Cuenca, where she has achieved
partial head control, auditory tracking, and partial visual tracking.
3.1.3. Inventory of reasonable accommodations and supports
In how much to supports necessary, is of vital importance he use of
a furniture that Allows you to change your constant supine posture to an
upright position, which improves your eld of vision, object manipulation,
respiratory function, among several advantages of changing to this
position. This can be achieved through a standing frame with a table for
upper limb activities. For dental hygiene, it is suggested to use an electric
toothbrush , because the person that it attends has elderly ease of arrive to
places bit accessible and carry out Proper cleaning thanks to the automatic
movement of the bristles. For feeding purposes , a straw with a non-return
system is recommended, allowing the liquid to remain inside the straw
even when the suction stops.
3.1.4. Pedagogical assessment
In this instrument, most of the activities are not applicable
because the child is not enrolled in school. It is important to note that
the dependency is total because the child cannot mobilize of manner
autonomous, besides of No possess a guy of communication dened and
functional. Therefore, all activities to be carried out should be designed to
achieve the greatest possible independence.
3.2. Survey of the educational process from the curricular perspective
The survey was conducted in line to four professionals in the area
of therapy of language, early stimulation, physical therapy and the
coordination of CEDIUC, obtaining the following results:
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
320-339
3.2.1. How do students with disabilities access the curriculum?
This ask No was applicable due to that the professionals belong to
a institution that provides different types of therapies and are not based
on the curriculum. Therefore the responses from respondents in their
entirety were that they do not access the curriculum because they do not
work based on it .
3.2.2. What team model is being worked on in the institution?
According to all those evaluated, the team is interdisciplinary
because the criteria of each professional are taken into account and they
share objectives; however, it can be denoted according to the responses that
the professionals do not know the meaning of the term transdisciplinary.
3.3.3. Is a parallel curriculum used for the education of students with
disabilities?
According to all the professionals evaluated , the answer was no,
because different activities are planned based on the needs of each child.
3.3.4. Where do we get the curriculum content used for students with
disabilities?
The answer obtained of two of the respondents was that No HE works
with base in a curriculum. On the other hand, two professionals also
responded that activities are obtained from standardized guides and
manuals on childhood development.
3.2.5. How are curricular contents developed for students with
disabilities?
Once again, two of the professionals responded that they do not
work with curricular content ; however, the remaining two respondents
responded that these are designed based on each child’s abilities and
through an individualized care program.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
321-339
3.2.6. Does the student have a person-centered educational program?
Of the total number of respondents, half responded yes and the
other half no, because each work area at CEDIUC has the capacity to make
decisions in its activities autonomously, but considering the common goal
they have as a work team.
3.2.7. What are the components of a person-centered educational
program?
In this question the answer of each professional varies, because
one responded that the components are the family, the professionals
and he child, other answer obtained states that The components are
clinical diagnosis, diagnostic assessment of the area, developmental age,
developmental areas, objectives, activities, resources and evaluation, a
third response ensures that it is not performs this activity and nally
other of the respondents considers that only there is a component
and It is child development, which is why it is noticeable that there is no
clear idea about what a person-centered plan is.
3.3. SOCIEVEN Functional Educational Assessment
This evaluation considered nine areas involving the child and their
environment, including their immediate family and therapists.
3.3.1. Functional vision assessment
The child observes everything around him and focuses at less than
one meter away . This includes faces of people and objects attractions
that be older people to ten cm. In His left eye has a larger visual eld, he
responds to ashing, brightly colored lights, as they tend to attract his
attention, and sometimes if he is offered something of his pleasure, he
tries to manipulate it. and hold it, the textures of different guys are of his
taste especially when They are accompanied by bright colors, sound and
are easily manipulated, objects that stimulate his sensitivity vibratory also
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
322-339
you attract. Constantly expresses pleasure to through random movements
of arms and legs, on rare occasions he also makes small babbles when he
is very attracted to something.
HE recommends carry out a assessment of his vision by a professional
that sea specialist in this area, specically an ophthalmologist who performs
a visual evoked potential test, based on knowing neurophysiological
responses.
3.3.2. Functional hearing assessment
The person being evaluated can hear everything that is happening
around him, he communicates through crying discriminatory, shouting
and sounds guttural,
he
can hear sounds environmental, onomatopoeic,
and human voice, but if presented with sudden sounds above seventy
decibels, they may experience spasms. Furthermore, they have the ability
to locate the sound source as long as it is a maximum of fty centimeters
away from them.
It is important that you be assessed through an auditory evoked
potential test by a speech therapy professional, and In the event that the
results are altered, for a specialist as it is a otolaryngologist, for determine
that can hear and to what intensity.
3.3.3. Functional assessment of communication and language
Expressive communication is quite limited, however, he
communicates through crying, facial expressions and sometimes guttural
sounds. Depending on Va’s level of communication Dijk HE nds in he
of nutrition and, of agreement to the level of development Rowland’s and
Campbell’s behavior is pre-intentional. Finally, his auditory attention
span lasts a maximum of ve seconds, as evidenced by the child’s body
movements and audible responses.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
323-339
3.3.4. Functional assessment of cognitive level
And hear, moving his or her ngers when presented with objects
with textures and temperatures he or she likes. His or her attention span
while engaged in an activity lasts for ten seconds in a sitting position; his
or her level of cognitive development is at the sensorimotor stage.
3.3.5. Functional assessment of social and family interaction
Due to his condition and to the emergency health, he evaluated
has difculties for to be able to socialize with others people that No
be members of his family, be these adults either children. In regular
situations, his interaction is usually limited; he allows and accepts any
activity, stimulus, or object that a person offers him, regardless of whether
it is someone he knows or not, but his response to what is presented is
usually head movements and, sometimes, his breathing accelerates.
3.3.6. Functional assessment related to behavior
He self-stimulates with repetitive hand movements and observes
them when he’s calm or enjoying an activity. It’s difcult to notice
characteristic aspects of his behavior due to his motor skills, but he can be
considered quite passive and doesn’t exhibit disruptive behaviors.
3.3.7. Sensory Functional Assessment
The person being evaluated tolerates physical contact, except
when sudden movements are made. They tolerate any type of lotion or
substance on their body, but if they are in a cold temperature, do small
shocks, you like the massages and No presents opposition. Yeah something
is of his pleasure, manifests it through calm facial expressions, movements
of his mouth, head and limbs, these responses usually last a maximum of a
minute. He suffers from spastic tetraparesis, which is why it is difcult for
his muscles to relax and his sensory integration is not the most adequate.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
324-339
Therefore, he responds in the same way to different stimuli presented to
his sensory systems.
3.3.8. Functional assessment of independence and habits
The minor is completely dependent on another person to carry out
activities of daily living. as eat, change from clothes, brush their teeth,
wash their hands, etc Use diapers and the family requests that rst HE
board it essential for that HE can develop alone. With This refers to their
motor skills, communication skills, among others.
3.3.9. Functional assessment of orientation, mobility and motor skills
It is necessary to consider that their size and weight correspond to
their chronological age, reason by he which HE has to contemplate other
shape of displacement by he overexertion muscular exercise performed by
their parents. Within this, one can think of a mobile bipedestador or any
similar object where the child can be in an upright position , but held by a
harness and that it has wheels to facilitate its mobility.
3.4. Person-centered plan
3.4.1. Characteristics
He is a receptive child who is attentive to what is happening around
him. He responds to what he likes with movements of his limbs and
guttural sounds. He also expresses some of his needs through crying. He
has head control with slight oscillations. His auditory monitoring allows
him to know that something interests him. He interacts with his family
and especially with his mother. An important characteristic is the family
support he receives unconditionally.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
325-339
3.4.2. Life story
The prenatal check-ups were the necessary ones and There were no
complications during the childbirth . The life of the child HE development
of manner conventional during the rst months. TO From 2 months of
age they noticed that the child had seizures, the family went to several
professionals for help, the rst one they went to gave medication that,
according to the parents’ opinion, kept the child asleep all the time, this
happened until 5 months, which is why they changed professionals, going
to another who also gave medication that was not favorable according
to the parents’ criteria, in addition to telling the family that the child’s
condition has no cure and that nothing more can be done for his well-
being, which is why they changed their medical opinion and went to
the city of Quito from 6 months to the rst year. The neuropediatrician
provided care timely and quality decreasing the frequency and intensity
of seizures, in addition to this professional giving the diagnosis of Lennox-
Gastaut Syndrome , however, due to the distance and the cost of care they
had to look for another professional in their same city with whom they
continue to date.
Is important emphasize that the family from the 3 years of the
child’s life has also opted to receive treatment natural and who claim
that it has decreased seizures, leaving traditional medication and using
natural medication, but without stopping receiving monthly check-ups
of the neuropediatrician. In all This process No existed advances in his
development psychomotor. At age 4, the child attended hippotherapy,
physical therapy at FISIOSENS, and is currently receiving physical therapy,
language therapy, and early stimulation at the Child Development Center
of the University of Cuenca (CEDIUC).
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
326-339
3.4.3. Activities you enjoy
There are several activities that they like, such as those that involve
sensory stimuli, especially bright colored lights, vibrating objects, soft
and smooth textures. On the other hand, they also like to consume semi-
liquid foods and foods with characteristic textures. as he cereal processed.
Also is important know that you pleases move his hands near his eyes and
swinging his limbs randomly. His preferred body position is lying on his
back.
3.4.4. Activities you don’t like
That that No you pleases includes food citrus fruits, changes of
position as positions sitting, prone position or any other position that is
abrupt and sudden loud sounds are not to their liking either.
3.4.5. Family expectations
His family expects the child to be independent, also to have a
way of communicating with others and interact optimally with other
people. Furthermore, his family hopes that the child’s health will become
increasingly stable.
3.4.6. Links
The child commonly bonds with his or her mother, father, siblings,
therapists, and health professionals.
3.4.7. Skills, strengths and aspects to strengthen
3.4.7.1. Skills
• Follow-up auditory.
• Control cephalic partial.
• Movements of limbs.
• Perception and reception of information.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
327-339
• Notice people and objects.
3.4.7.2. Strengths
• Material didactic elaborated and acquired by his family.
• Tools therapeutic in home.
• Support total of his family.
• Predisposition positive of his family for improve the condition
of the child.
• Creativity and love of his family.
3.4.8. Aspects to strengthen
• Follow-up visual.
• Control cephalic.
• Motor skills ne: hold objects.
• Tolerate new postures.
• Babbling.
• Experimentation gradual of new textures (feeding).
3.4.9. Suggested activities
3.4.9.1. Sensory stimulation
Goal. - Assimilate and organize the sensations that HE receive of the
around, toasting answers that adapt to each situation.
3.4.9.2Proprioceptive system
Objective: To understand each part of the body and its function
through different sensations provided by the environment.
• Smell a lotion or cream with a pleasant aroma, feel its texture
and then participate in massages that start from the ngers of
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
328-339
the feet, legs, trunk, arms, hands, ngers and at the end on the
face.
• Tap several objects as brushes, feathers, cotton, between others.
Later each one of these items will travel several parts of the body
of manner cephalocaudal and proximal - distal.
3.4.9.3. Vestibular system
Aim: Coordinate and balance his body in different moments and
circumstances.
• Swing in different items as roller, ball, bobath, kunga, rocking
chair, hammock or any other that allows for gentle, repetitive
movements. At rst, these movements will be light and then
increase in intensity.
3.4.9.4. Touch system
Aim: Explore he world to through of their textures and temperatures,
complementing it always with sounds, images and smells that each
element of the environment possesses.
• Feel different textures in the palm of your hand, starting
with smooth textures and then touching rough objects and
experiencing various contrasts such as soft and hard, liquid and
sticky, and much more.
• Appreciate in everything he body elements such as gelatin,
noodles, foam, rice or any other, while I am lying in a bathtub.
• Hold with the hands bottles with different temperatures and
feel he contrast.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
329-339
3.4.9.5. Visual system
Aim: Notice all it what’s happening around and discriminate his
function.
• Observe lights through a projector and listen to the verbalization
of everything that is being observed.
• Follow a luminous object with your eyes and make different
movements like top to bottom or left to right and vice versa.
• Notice my body and my face through from a mirror.
3.4.9.6. Auditory system
Objective: Assimilate sounds and associate them with different
activities.
• Listen to familiar sounds through any device and verbalizations
that explain the device’s sounds.
• Notice and tap images of animals with textures and sounds own
of each animal which is found in the graph.
• Feel the vibrations that occur in another person’s neck area
with your hand while they are speaking, as well as observe their
facial movements.
• Listen to the sounds of various musical instruments and observe
how they are played, then try to reproduce the movements that
must be performed to hear the sounds again.
• Hear sonatas of Mozart while HE they perform others activities.
3.4.9.7. Olfactory system
Aim: Relate smells with places, people, food or objects.
• Sniff different aromas as essences either humidiers with
aromas oral and fruit trees.
• Distinguish he smell of different places to the that HE frequents
commonly.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
330-339
• Manipulate, savor and smell fruit, besides of hear the
verbalizations with he name of the fruit.
3.4.9.8. Gustatory system
Objective: To know the taste of different foods, in addition to
associating them with their name, smell, and image.
• Prove different avors and textures of fruit, gelatin either any
food that HE arrange, contrasting avors.
• Feel in the lips, cotton swabs, feathers, brushes either any
another element.
• Hear verbalizations of the that is this eating.
All systems must be addressed to ensure proper sensory integration.
They can be worked on together or separately, in sessions that the child
can tolerate. Activities must be carried out beforehand, meaning the child
must be explained what will be done.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
331-339
Suggestion for future curriculum alignment
Table 1. Curricular alignment
Teaching: Degree/Course: Initial 1 Parallel: Day:
Unit didactics: Exploring he world. Time: Two weeks
Aim general: Interact with he around through of the exploration and stimulation of their senses.
Needs Area Contents Activities Operational
objective
Reasonable
adjustments/
supports
Resources Evaluation
indicators
Communication:
Expressing desires
and emotions
through gestures
and facial
expressions.
Accompanying
activities with
verbalizations.
Socialization:
Interacting with
other people in
their environment.
EMOTIONAL AND
SOCIAL BONDING
Recognize
characteristics of their
own identity and how to
react when hearing their
name.
Interact with an adult
through simple games
with actions and
objects that catch their
attention .
NATURAL AND
CULTURAL DISCOVERY
Follow objects with their
eyes that have strong
colors, lights, and shine.
React to contact with
rough and smooth
textures; and to pleasant
and unpleasant avors.
Manipulate and explore
objects (toys) according
to their functionality.
SUPPLEMENTARY
CONTENT Sensory
Integration Receive,
process, and respond to
sensory stimuli received
from the environment.
In a coordinated manner
through different places.
SUPPLEMENTARY
CONTENT Orientation
and mobility Allow
mobility in a safe
manner and in an
adequate posture.
Distinguishes
his/her name
Interacts with
another person
Visual tracking
Experiences
textures and
avors Explores
objects
Coordinated
movement
to your name
while performing
everyday activities
accompanied by
verbalizations.
Observe another
person for 30 seconds
while they make
different facial
expressions or sounds
that attract attention.
Look at a luminous
object and follow its
path. Feel textures
with your hands and
feet. Contrast the
differences between
some textures. Try
different food avors.
Hold objects with
sticky textures that
make them easier to
grip. Visit a nearby
park and experience
the textures and
aromas of the place.
Upon hearing their
name, the child will
react with gestures,
movements , or
sounds.
When faced with visual
and auditory stimuli ,
the child will interact
with others.
When faced with a
luminous object , the
child will follow it
visually.
When sensing textures,
they will react with
gestures, movements,
or sounds. When faced
with several textures ,
the child will sense the
difference between two
of them.
When sensing several
avors , the child will
react with gestures,
movements, and/or
sounds.
When faced with
objects with a sticky
texture , the child will
try to grab them.
When going to the park
, the child will sense
textures and react with
gestures, movements,
or sounds.
Standing
frame
with non-slip
oor
HUMAN
RESOURCES
Teacher
Support
teacher
SUBJECT
RESOURCES
Pointer
Light
projector
Texture
notebook
Texture mat
Flavors Slime
Speakers
Music Story
Puppets
Reacts with
gestures,
movements, or
sounds when
called.
Observes
another person
for 30 seconds.
Visually follows
an object.
Reacts with
gestures,
movements,
or sounds
when sensing
textures. Feels
the contrast of
two different
textures. Reacts
with gestures,
movements,
or sounds
when sensing
different avors.
Tries to hold
objects. Reacts
with gestures,
movements, or
sounds when
sensing textures.
found in the
park.
Source: Own elaboration
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
332-339
4. Discussion
Based on the rst specic objective, it is mentioned that the
description of the educational, personal and family conditions, with the
help of the instruments for collecting information and in coincidence with
the problem of this research, it can be established that the child has the
diagnosis of a rare pathology from which limited and varied information
is obtained. According to Gutiérrez-Zúñiga et al. (2018) and Irazoque-
Palazuelos and Barragán-Navarro (2009) the prevalence of this pathology
is 2 to 10 per 10,000 people, in addition to the fact that the ethology is
cryptogenic because the causes in this specic case are unknown.
Furthermore, according to the data collected, it can be noted that the
child is currently not enrolled in school because he or she is completely
dependent on another person to assist him or her with hygiene, feeding,
and mobility activities. It is also vitally important that the child’s hearing
and vision be assessed by a specialist.
Likewise, when trying to identify reasonable supports and
adjustments, these may be supports that allow changing posture, but
without doing so in an abrasive way that causes pain and facilitating the
assistance provided by other people (FINSTERBUSCH ROMERO, 2016;
López García et al., 2022; Tello-Blanc and Paredes-Floril, 2022)
According to the teacher survey , it can be emphasized that there
is no transdisciplinary teamwork, however, they do share common
objectives and goals. Furthermore, the authors Arellano Torres and
Peralta López (2015) el foco de la planicación de los apoyos en el ámbito
de la discapacidad intelectual es la persona, poniendo un especial énfasis
en la toma de decisiones de los usuarios de los diferentes servicios y, por
tanto, en la necesidad de consultarles. En ese sentido, la Planicación
Centrada en la Persona (PCPmention that the person-centered plan is
based on the talents, abilities and desires of the person with a disability
and designed to enrich a possible future, it allows us to notice the lack of
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
333-339
knowledge of therapists, its use and application, which is why it needs to
be implemented considering the child, his family and the comprehensive
development center he attends.
5. Conclusions
Based on the accumulated data and considering the milestones
achieved in his psychomotor development, the child is not incorporated
into the educational system. Currently, his formal education is not
advocated due to circumstances related to his autonomy, as this would
require an integration process rather than optimal and effective
inclusion. However, as he acquires specic skills, his incorporation into
the academic environment must be reevaluated. In anticipation of this
progression, a curriculum alignment framework has been developed to
serve as a reference point for future educational adaptation.
Regarding social participation, there is limited exposure to diverse
environments, as their social sphere is limited to family members,
therapists, and health professionals. In this context, it is imperative to
foster opportunities for interaction with peers and adults, which will
enhance the development of their socioemotional skills and broaden their
communicative experiences.
Regarding reasonable accommodations, the use of a standing
frame is recommended, as it facilitates postural variation and vertical
body alignment, thus beneting respiratory, digestive, and circulatory
functions. Furthermore, its use will help strengthen muscular tolerance
and endurance, as well as improve the visual eld. It is also recommended
to use straws equipped with a non-return mechanism, which minimizes
excessive air intake and retains uid after sucking, making swallowing
easier. For oral hygiene, the use of an electric toothbrush is suggested,
as it allows more precise access to hard-to-reach areas and reduces the
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
334-339
risk of unintentional occlusal bites, thus optimizing the duration and
effectiveness of tooth brushing.
Ultimately, the person-centered plan has been formulated
for implementation both at home and in the therapeutic center,
incorporating multisensory stimulation methodologies that promote the
proper integration of sensory modalities. As a complementary measure, a
curricular alignment framework has been designed to serve as the basis
for future academic inclusion, ensuring a structured transition tailored to
the specic needs of the child.
6. Authors’ contribution
KF: Initial drafting, data collection, analysis of results, discussion, nal
revision of the article.
DB: Data collection, analysis of results, discussion, nal review of the
article.
KB: Data collection, analysis of results, discussion, nal review of the
article.
AG: Data collection, analysis of results, discussion, nal revision of the
article.
7. Ethics committee approval and consent to
participate in the study
The study was authorized by the Child Development Center of the
University of Cuenca (CEDIUC) and included written informed consent
from the parents of the participating minor.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
335-339
8. References
Añorve Guillén, M. (1991). Reliability in the interview: the semi-structured
and structured interview, a survey resource. Library Research:
Archival Science, Library Science and Information, 5 (10). https://doi.
org/10.22201/iibi.0187358xp.1991.10.3793
Arellano Torres, A., & Peralta López, F. (2015). Person-centered planning:
An example of good practice in the eld of intellectual disabilities.
Educational Contexts. Journal of Education, 19, 195–212. https://
doi.org/10.18172/con.2754
Asadi-Pooya, A.A., and Farazdaghi, M. (2022). Age at onset in patients
with Lennox-Gastaut syndrome: Correlations with clinical
manifestations. Journal of Clinical Neuroscience, 100, 138–142.
https://doi.org/10.1016/j.jocn.2022.04.020
Auvin, S. (2020). Lennox-Gastaut syndrome: New treatments and
treatments under investigation. Revue Neurologique, 176 (6), 444–
447. https://doi.org/10.1016/j.neurol.2020.01.364
Belousova, ED, Burd, SG, Ermolenko, NA, and Mukhin, KY (2022).
Diagnostics and age-related evolution of Lennox–Gastaut
syndrome. Management in diverse patient age periods.
Epilepsy and paroxysmal conditions, 14 (3), 276–293. https://doi.
org/10.17749/2077-8333/epi.par.con.2022.124
Cameld, P.R. (2011). Denition and natural history of Lennox‐Gastaut
syndrome. Epilepsy, 52 (s5), 3–9. https://doi.org/10.1111/j.1528-
1167.2011.03177.x
Cordeiro, N., & Sebastián-Heredero, E. (2024). Social and educational
overview of people with disabilities in Bolivia. Education and
Development Notebooks, 16 (4), e4068. https://doi.org/10.55905/
cuadv16n4-153
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
336-339
Delgado-Carrillo, M.J., Chávez-Prado, J.E., & Sancan-Moreira, M.T. (2019).
The Importance of Clinical Assessment in Disability. Mastering
Sciences , 5 (3), 71. https://doi.org/10.23857/dc.v5i3.925
Díaz-Bravo, L., Torruco-García, U., Martínez-Hernández, M., & Varela-Ruiz,
M. (2013). The interview: a exible and dynamic resource. Research
in Medical Education, 2 (7), 162–167. https://doi.org/10.1016/S2007-
5057(13)72706-6
FINSTERBUSCH ROMERO, C. (2016). The scope of reasonable adjustments
in the rights of persons with disabilities according to the social
approach to human rights. Ius et Praxis , 22 (2), 227–252. https://
doi.org/10.4067/S0718-00122016000200008
González Morales, JR (2023). Participant observation as a Purhépecha
migrant agricultural worker. Sociological Studies of El Colegio
de México, 41 (122), 383–410. https://doi.org/10.24201/
es.2023v41n122.2236
Gutiérrez-Zúñiga, R., Fuentes, B., and Díez-Tejedor, E. (2018). Cryptogenic
stroke. A non-diagnosis. Medicina Clínica, 151 (3), 116–122. https://
doi.org/10.1016/j.medcli.2018.01.024
Herrera, M. L., & Burneo, J. G. (2018). Lennox-Gastaut syndrome . Diagnostic
approach and therapeutic advances: Antiepileptic drugs,
cannabidiol, and other alternatives. Journal of Neuropsychiatry , 81
(2), 82. https://doi.org/10.20453/rnp.v81i2.3337
Irazoque-Palazuelos, F., & Barragán-Navarro, Y. (2009). Epidemiology,
etiology, and classication. Clinical Rheumatology, 5 , 2–5. https://
doi.org/10.1016/j.reuma.2009.09.007
Kenyon, J. (2018). Case Report: Report of Objective Clinical Responses in
Patients with Brain Cancer to Pharmaceutical-Grade Synthetic
Cannabidiol. Brain and Neurological Disorders, 1 (1), 01–03. https://
doi.org/10.31579/2642-973X/001
López García, MA, Lara Abril, TE, López Lasinquiza, LC, Vargas Caiza, G. del
C., & Vargas Congo, MB (2022). Lennox-Gastaut syndrome. Case
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
337-339
report and mini-review. Salud, Ciencia y Tecnología, 2, 170. https://
doi.org/10.56294/saludcyt2022170
Martínez‐Martínez, O.A., Nikolova, S.P., Coutiño‐Vázquez, B., & Ramírez‐
López, A. (2020). Barriers to Disability Inclusion: Social Needs and
Discrimination in Mexico. Latin American Policy, 11 (2), 254–274.
https://doi.org/10.1111/lamp.12189
Mendoza Carrasco, MV (2018). Disability in Peru and accessibility
adaptations of spaces and infrastructure in inclusive educational
centers. Education, 24 (1), 35–45. https://doi.org/10.33539/
educacion.2018.v24n1.1313
Nizami, F.M., Trivedi, S., and Kalita, J. (2024). A systematic review of
electroencephalographic ndings in Lennox-Gastaut syndrome.
Epilepsy Research, 205, 107406. https://doi.org/10.1016/j.
eplepsyres.2024.107406
Palma, O., Soto, X., Barría, C., Lucero, X., Mella, D., Santana, Y., and Seguel,
E. (2016). Qualitative study of the adaptation and inclusion
process of a group of higher education students with disabilities
from the University of Magallanes. Magallania (Punta Arenas), 44
(2), 131–158. https://doi.org/10.4067/S0718-22442016000200007
Ramírez, M. de los AAC, Trujillo, ZPM, Ochoa, SRR, Padilla, I.C., Cuesy,
SSD, Cuesy, SSD, Martínez, RMV, & Pirrón, T. de los Á. J. (2022).
Inclusion and barriers in the education of university students
with disabilities. South Florida Journal of Development, 3 (2), 2986–
2998. https://doi.org/10.46932/sfjdv3n2-109
Strzelczyk, A., Zuberi, S.M., Striano, P., Rosenow, F., and Schubert-Bast,
S. (2023). The burden of illness in Lennox–Gastaut syndrome: a
systematic literature review. Orphanet Journal of Rare Diseases , 18
(1), 42. https://doi.org/10.1186/s13023-023-02626-4
Tello-Blanc, E.A., & Paredes-Floril, P.R. (2022). Supports and reasonable
adjustments to the curriculum for teaching social studies to
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
338-339
students with intellectual disabilities. INNOVA Research Journal, 7
(3), 1–15. https://doi.org/10.33890/innova.v7.n3.2022.2088
Troncoso-Pantoja, C., & Amaya-Placencia, A. (2017). Interview: A practical
guide for qualitative data collection in health research. Revista
Facultad de Medicina, 65 (2), 329–332. https://doi.org/10.15446/
revfacmed.v65n2.60235
Vásquez, P. (2011). Functional assessment of children with multiple
disabilities or deafblindness. Alteridad, 6 (2), 136. https://doi.
org/10.17163/alt.v6n2.2011.05
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Educational status of a population with multiple disabilities.
Lennox-Gastaut Syndrome
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a112
339-339
Copyright (c) 2025. Karina Fernanda Heras Figueroa, Diana del Pilar
Borja Ramon, Karla Isabel Vera Guaraca, Andrea Esther Gualoto Meza.
This text is protected by a Creative Commons 4.0 license.
You are free to Share — copy and redistribute the material in any
medium or format — and Adapt the document — remix, transform, and
build upon the material — for any purpose, even commercially, provided
that you meet the following condition:
Attribution: You must give appropriate credit to the original work,
provide a link to the license, and indicate if changes have been made. You
may do so in any reasonable manner, but not in any way that suggests that
you are endorsed by or afliated with the licensor.
License summary — Full text of the license
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Leucemia de células dendríticas plasmocitoides
- estudio y diagnóstico de un caso 49 -49
Copyright (c) 2025 Faicán Rocano Pedro Fernando, Dután Pérez Ibelice Salomé,
González González Camila Raquel, Matute Aguiar Joselyn Nayeli, Rodríguez Ver-
dugo Alejandra Valentina.
Este texto está protegido por una licencia Creative Commons 4.0.
Usted es libre para Compartir —copiar y redistribuir el material en cualquier medio
o formato — y Adaptar el documento —remezclar, transformar y crear a partir del
material— para cualquier propósito, incluso para nes comerciales, siempre que
cumpla la condición de:
Atribución: Usted debe dar crédito a la obra original de manera adecuada, propor-
cionar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo
en cualquier forma razonable, pero no de forma tal que sugiera que tiene el apoyo
del licenciante o lo recibe por el uso que hace de la obra.
Resumen de licencia - Texto completo de la licencia
