Special Education in Mexico. Challenges of inclusive education

Authors

  • Silvia Romero Contreras Universidad Autónoma de San Luis Potosí
  • Ismael García Cedillo Universidad Autónoma de San Luis Potosí

Keywords:

Special education, Special education needs, Disability, Inclusion

Abstract

The purpose of this work is to identify the main challenges of the Mexican special education system in order to address the demands of inclusive education. Special education in Mexico has a long history; it became institutionalized in the middle of the XIXth century. In the 1990’s, special education went through a transformation due to the emergence of educational integration. These changes have caused confusion in special education professionals, as they struggle to make sense of their work. Moreover, the structure of the Mexican educational system contributes to this confusion, as it does not provide adequate conditions for the delivery special education services. Nevertheless, research shows that, students with special educational needs (SEN) who attend general schools have benefited in their emotional, social and even educational development, even though efforts still need to be made to improve this later aspect. With the proposals of inclusive education (the elimination of the concept of special educational needs, the implementation of institutional changes as opposed to individual supports to children, and a greater emphasis in all students’ learning, among others) special education services face now greater challenges. So far, the process of educational integration is not complete and some special education professionals aspire to a very radical version of inclusive education. Under these circumstances, researchers, policy makers and, most importantly, teachers and families need to reflect on the future goals that special education needs should persue in the country.

Author Biographies

Silvia Romero Contreras, Universidad Autónoma de San Luis Potosí

Profesora–Investigadora, Universidad Autónoma de San Luis Potosí, México. Doctorada en Educación por la Universidad de Harvard. Miembro del Sistema Nacional de Investigadores desde 2007. Su investigación se centra en el diseño y evaluación de programas educativos y psicoeducativos de lenguaje, comunicación y atención a la diversidad.

Ismael García Cedillo, Universidad Autónoma de San Luis Potosí

Profesor-Investigador de la Universidad Autónoma de San Luis Potosí. Doctor en Psicología Clínica por la Universidad Nacional Autónoma de México. Miembro del Sistema Nacional de Investigadores. Autor principal de dos cursos sobre integración educativa y del Diplomado en Educación Inclusiva, impartidos a nivel nacional. Sus líneas de investigación se ubican en educación (educación inclusiva) y salud (adherencia terapéutica en pacientes con enfermedades crónicas).

Published

2013-11-01

How to Cite

Romero Contreras, S., & García Cedillo, I. (2013). Special Education in Mexico. Challenges of inclusive education. Revista Latinoamericana De Educación Inclusiva - Latin American Journal of Inclusive Educatio, 7(2), 77–91. Retrieved from https://revistainclusiva.ucentral.cl/revistainclusiva/article/view/7_2_007

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