The Evolution of Inclusive Education in Mexico: Policy, Settings, Achievements and Perspectives

Contreras, Silvia Romero; Cedillo, Ismael García; Fletcher, Todd V.

doi:10.4135/9781526470430.n41

Cited by 8 publications

(9 citation statements)

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“…Mexico's policies ensure full participation access to quality learning and are committed to ensure educational institutions and all educational stakeholders value diversity (OECD, 2023). Nevertheless, although Mexico has established educational support such as curricular adaptations and accommodations to students with disabilities in inclusive settings (SEP, 2012), Romero-Contreras et al (2013) argue that inclusive education in Mexico is still unsatisfactory. In fact, out of the 15% of students who have a disability, only 2.85% receive inclusive education (DOF, 2017).…”

Section: Inclusive Education In Mexicomentioning

confidence: 99%

Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school

2023

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With the increasing student diversity, inclusive education has only become more relevant. Given that inclusive education is considered as the most effective approach to improve quality of education and promote equity and social cohesion, research has focused on examining the facilitators and barriers of meaningful inclusive education as well as the effectiveness of inclusive education on students’ academic outcomes. In contrast, far less attention has been paid to explore students’ non-achievement outcomes, such as their socio-emotional development. Therefore, this brief report presents the results of a small-scale exploratory study which examines Mexican students’ perceptions regarding their social inclusion, emotional well-being, and academic self-concept. A total of 101 Mexican students were included in the sample. Nonparametric tests such as Chi-square goodness of fit, Mann–Whitney U and Dunn’s tests were conducted to analyze the data. Overall, results show that students in general perceive themselves included at school, however, students attending private schools experience less emotional well-being. Implications of the results as well as further lines of research are discussed.

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Section: Inclusive Education In Mexicomentioning

confidence: 99%

Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school

2023

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“…Even though, Mexico has established the USAER model to provide students with disabilities appropriate support, Romero‐Contreras et al (2013) argue that inclusive education in Mexico is still unsatisfactory. Shockingly, out of the 15% of students who have a disability, only 2.85% receive inclusive education (DOF, 2017).…”

Section: The Mexican Contextmentioning

confidence: 99%

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

Pozas

Letzel

2023

Research in Spec Educ Needs

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Given the almost 2‐year COVID‐19 school‐related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well‐being. Although international research has shown that distant learning as a response to the COVID‐19 school‐related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t‐tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self‐efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed.

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“…According to García‐Cedillo et al, (2015), the provision of services as well as teacher training have been the most important results of this educational integration model. Nonetheless, Romero‐Contreras et al (2013a) argue that inclusive education in Mexico is still unsatisfactory. In 2012, a constitutional reform established quality education as a right for all Mexicans (OECD, 2018).…”

Section: Education In Mexicomentioning

confidence: 99%

A change of perspective – Exploring Mexican primary and secondary school students’ perceptions of their teachers differentiated instructional practice

Pozas

Trujillo

Letzel

2021

Research in Spec Educ Needs

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With the increasing student diversity, the establishment of inclusive classrooms has become a top concern of policy-makers worldwide urging teachers to differentiate their instruction according to students' individual learning needs. As the implementation of differentiated instruction (DI) relies mainly on teachers, previous research has mostly focused on examining teachers' perspectives on their use of differentiation. In contrast, far less attention has been paid to explore students' perspectives about their experiences in inclusive classrooms. Therefore, this study aims at examining students' experiences of their teachers' actual DI practice. Moreover, this study sets the spotlight on Mexico, a country that has faced changes with a recent proposed educational model. Results from a mixed analysis of variance revealed that students do in fact perceive that their teachers implement DI practices. It appears that both primary and secondary school teachers implement more frequent variants of mastery learning as well as tutoring systems as a means to differentiate their instruction. Implications of the results, as well as further lines of research, are discussed.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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The Evolution of Inclusive Education in Mexico: Policy, Settings, Achievements and Perspectives

Cited by 8 publications

References 0 publications

Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school

Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

A change of perspective – Exploring Mexican primary and secondary school students’ perceptions of their teachers differentiated instructional practice

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