Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers

Chris Forlin, Ismael García Cedillo, Silvia Romero-Contreras, Todd Fletcher, Humberto Javier Rodriguez Hernández

Research output: Contribution to journalArticlepeer-review

58 Scopus citations


The inclusion of students with special education needs in regular schools in Mexico is slowly gaining momentum. Likewise, teacher training for inclusion is increasingly becoming an important aspect of preservice training. This research investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training regarding their dispositions towards inclusion and their self-efficacy in being prepared to engage as inclusive practitioners. While greater training, experience and engagement with people with disabilities are all associated with more positive dispositions and higher levels of self-efficacy, many preservice teachers are about to complete their courses with nil or very limited experiences in these areas. The discussion focuses on the need for localised teacher education reform to address the different needs of preservice teachers within the highly rigid centralised curriculum that Escuelas Normales are required to implement. Without the flexibility to modify this national curriculum, it will remain extremely challenging to provide appropriate preservice teacher training for inclusion in Mexico.

Original languageEnglish (US)
Pages (from-to)723-739
Number of pages17
JournalInternational Journal of Inclusive Education
Issue number7
StatePublished - Nov 2010


  • Mexico
  • curriculum
  • inclusion
  • special education
  • teacher education

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)


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