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Abstract

The field of special educational needs (sen) for deft-blind persons is very complex. Among other reasons, this is due to the fact that it encompasses multiple diagnostic classifications. In other; it is a psycho -educational pathology, complex by definition, undifferentiated as a basic category for diagnostic and highly heterogeneous given the symptoms through which it manifests itself. The hyper concentration of focus into the inquiry of deft-blind population requires a multiparadigmatic approach, whereby a diachronic dimension will make possible to advance serious and functional studies, especially in our country, by considering it a distinct permanent special educational need (sen) subject mater in the scholarly realm.