INCLUSION OF CHILDREN WITH DIFFERENT CAPABILITIES IN REGULAR SCHOOLS IN MEXICO: PURPOSES AND REALITY

This work is the result of scientific-sociological research studying the case of the inclusion of children with different physical or psychic capacities in regular schools in Mexico. Author found, that although the actions of the integration of children with SEN in regular classrooms in Mexico are taking place thanks to the national education policy regarding this inclusion, which began to be implemented several decades ago, the quality of attention to students with barriers to learning and participation leaves much to be desired. According to the study carried out, this is due to teachers training deficiencies; the absence of collaboration between basic education teachers, USAER specialists, parents, school directors, support staff, society in general to promote SEN students integration; the lack of information in the educational establishments for the parents and the society in general about the special educational needs, it isn't encouraged a culture of respect for diversity, recognition and appreciation of differences.