To download article.DOI: 10.15507/1991-9468.113.027.202304.669-680
Current Research on Inclusive Education in Mexico
Katherine Gajardo
Ph.D. in Transdisciplinary Research in Education, Master in Research in Social Sciences, Master in Educational Research and Innovation, Postdoctoral Researcher in the Department of Pedagogy, University of Valladolid (1 University Sq., Segovia 40005, Spain), Bachelor in Education (Ped.), University of Santiago de Chile (3363 Bernardo O’Higgins Ave., Santiago 9170022, Chile), ORCID: https://orcid.org/0000-0001-9972-6116, Scopus ID: 57225348886, Researcher ID: ABA-2067-2020, This email address is being protected from spambots. You need JavaScript enabled to view it.
Judith Cáceres-Iglesias
Degree in Early Childhood Education, Master in Social Science Research, Ph.D. in Transdisciplinary Research in Education, Postdoctoral Researcher in the Department of Pedagogy, University of Valladolid (1 University Square, Segovia 40005, Spain), ORCID: https://orcid.org/0000-0002-5831-6986, Scopus ID: 58243467600, This email address is being protected from spambots. You need JavaScript enabled to view it.
Noelia Santamaría-Cárdaba
Degree in Primary Education, Degree in Sociology, Master in Social Science Research, Ph.D. in Transdisciplinary Research in Education, Assistant Professor Doctor in the Department of Pedagogy, University of Valladolid (1 University Square, Segovia 40005, Spain), ORCID: https://orcid.org/0000-0001-6864-9330, This email address is being protected from spambots. You need JavaScript enabled to view it.
Ana Fabiola Meza-Cortés
Bachelor in Special Education at the Humberto Ramos Lozano Normal School of Specialization (Porfirio Díaz St., Center, Monterrey 64000, Mexico), Bachelor in Psychology, Digital Institute of Puebla (Hidalgo Ave., Camino a San Lorenzo la Joya S/N, Tepeaca 75200, Mexico), Master in Applied Research in Education, Doctoral Candidate, Predoctoral Researcher in the Department of Pedagogy, University of Valladolid (1 University Square, Segovia 40005, Spain), ORCID: https://orcid.org/0000-0002-2898-6591, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract
Introduction. The study of access, participation and learning for people with disabilities in Mexico has been a recurring theme in the country’s educational research, however, its treatment over the last three decades has been superficial and contradictory. Based on a systematised literature review, guided through the PRISMA-S checklist and by means of a qualitative content analysis we describe and analyse the most developed themes and approaches in Mexican research published in indexed journals on the education of people with disabilities over the last nine years.
Materials and Methods. Based on the protocols, reviews were conducted in multiple databases and the results were limited to Ibero-American journals published between 2013 and 2021. Keywords in Spanish related to disability and inclusion were used for the search. Inclusion criteria specified Mexican authorship or analysis of the Mexican context, blind peer review and relevance to Social Sciences teaching. The analysis involved a coding process focusing on the epistemic positioning, main themes and transformative aims of the research, providing a descriptive overview of academic articles.
Results. The results highlight that the studies, for the most part, tend to be empirical research reports promoted by female re-searchers from Mexican public universities, a large part of the studies are situated in the paradigm of inclusive education and the objectives of the research tend to study the conditions of schools and universities. During the analysis process, 13 thematic sub-dimensions were identified, of which two stand out: 1) initial and in-service teacher training and 2) inclusive education policies. The study points out some contradictions between the theoretical approach selected by the authors and their own forms of research; the scarcity of socio-critical research and a worrying need for funds to develop transformative projects in Mexican schools.
Discussion and Conclusion. The study calls for expanded international research efforts to collectively improve educational conditions for people with disabilities.
Keywords: inclusive education, teacher training, education policies, right to education, disability, international research
Conflict of interests: The authors declare no conflict of interest.
For citation: Gajardo K., Cáceres-Iglesias J., Santamaría-Cárdaba N., Meza-Cortés A.F. Current Research on Inclusive Education in Mexico. Integration of Education. 2023;27(4):669–680. https://doi.org/10.15507/1991-9468.113.027.202304.669-680
All authors have read and approved the final manuscript.
Submitted 19.05.2023;
revised 04.09.2023;
accepted 13.09.2023.
Аuthorsʼ сontribution:
K. Gajardo – principal investigator; led the research process; conducted the initial search; carried out the analysis and coding of the complete texts; drafted the manuscript.
J. Cáceres-Iglesias – participated in the initial search; analysis; and coding of the complete texts; drafted the manuscript.
N. Santamaría-Cárdaba – managed the exclusion of documents that did not meet the required characteristics; conducted the analysis and coding of the complete texts, and handled the formatting and editing of the manuscript.
A. F. Meza-Cortés – excluded documents that did not meet the characteristics; conducted the analysis and coding of the complete texts, and also handled the formatting and editing of the manuscript.
This work is licensed under a Creative Commons Attribution 4.0 License.
