Inclusive Education: Perspectives and Challenges Faced by Experts from the Regular Education Support Services Unit (USAER) in the New Mexican Schools Framework
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| Autores: | , , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2026 |
| Descripción: | Inclusive education faces the challenge of ensuring the full participation of all students, regardless of their conditions or abilities. This article analyzes how inclusive education is implemented Mexico, based on the perceptions of experts from the Support Services for Regular Education Units (USAER) within the framework of the New Mexican School. The study was descriptive in scope and employed a mixed-methods design. A questionnaire was administered to 117 USAER professionals from a state in northern Mexico; the instrument combined closed Likert-type items and open-ended questions. Grounded in a qualitative/quantitative approach, the study sought to identify tensions, meanings, practices, limitations, and opportunities for promoting and materializing an education that can be considered inclusive. The results highlight progress in recognizing diversity as a pedagogical asset, but also reveal structural, cultural, and epistemological barriers that hinder the practical implementation of inclusive education. The study concludes that effective inclusion requires systemic change that prioritizes student well-being and strengthens collaboration among educational stakeholders. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/1685 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/reducacion/article/view/1685 |
| Palabra clave: | Inclusive Education Diversity Educational Policy Special Education Educación inclusiva Diversidad Política educativa Educación especial |