Journal of Critical Issues in Educational Practice


The purpose of this study was to analyze the laws and regulations regarding the inclusion of students with disabilities in selected Mexican universities. Seven public autonomous universities on the northern border of Mexico were selected for participation. Official documents were reviewed and administrators were surveyed to determine the extent to which federal legislation requiring inclusion was implemented at their respective institutions. Faculty members of psychology were also surveyed regarding the guarantees and accommodations provided by their institutions and the effectiveness of those efforts. Principal findings were that the commitment to serve students with disabilities was high, however the existing plans and efforts were insufficient to accomplish the goal of inclusion and to provide the necessary accommodations. Administrators ranked institutional efforts higher than faculty members. Of particular note was the lack of clear diagnostic criteria, inadequate faculty and staff training, lack of information on best practices, and limited financial resources. Recommendations were provided that included greater centralization of services and an increase in financial resources.

Author Statement

Lilia Lopez, Ed.D. Dr. Lopez is a 2020 graduate of the CSUSB Doctor of Education in Educational Leadership Program and is Professor, Faculty of Human Sciences, Universidad Autonoma de Baja California. Her work was supervised by Dr. Stanley Swartz, Dr. Angela Louque, and Dr. Esther Vazquez.