Legal Framework for the Education of Individuals With Disabilities in Mexico

Abstract

Mexico has general education and disability laws that guarantee special education services to children and adolescents with disabilities as part of their basic human rights. As youth with psychosocial disabilities, such as depression and anxiety, are not recognized within the special education system as a separate category, in practice, they are excluded from educational supports in public schools. Despite laws that state that special education services must be available in all settings, including juvenile prisons, adolescents with psychosocial disabilities lack access to educational programs and properly trained personnel. This article describes Mexico’s special education legal provisions, noting that adolescents with psychosocial disabilities do not receive the same educational services mandated for students in general education.

Internalizing Disabilities Among Incarcerated Girls From Mexico and the United States

“…Unlike the United States, which recognizes emotional and behavioral disorder (EBD) as an educational disability, the EBD category is not recognized as a category within Mexico's special education law. It seems that the juvenile justice system in Mexico does not analyze the causes of deviant behavior (M. Sánchez et al, 2020). If the cause for deviant behaviors is not appreciated and understood, interventions cannot be developed to help rehabilitate these girls.…”

Educational Landscape for Incarcerated Girls With Disabilities in the United States, Norway, and Mexico

“…However, it is not clear if this was due to a low availability of services or a lack of engagement in available services. Although the law recognizes the importance of positive social ties between youth and the adults who work with them, Sanchez et al (2021) reported a lack of properly trained personnel and educational programs that address social-emotional needs of students with mental health disorders.…”

“…However, 17% of incarcerated youth were recognized as having disabilities (National Institute of Statistics and Geography, 2020). Moreover, there is no separate category for individuals with emotional and behavioral disorders (Sanchez et al, 2021). In a survey completed with incarcerated youth in Mexico, 67% reported participating in educational programs; however, in most institutions, there were no high-quality educational programs that would allow youth to continue their education while incarcerated (Azaola, 2015).…”