New Visions for Preschool Inclusive Education in Mexico

Part of the Educating the Young Child book series (EDYC, volume 5)


In the last two decades, the Mexican government has made various legal reforms regarding the provision of special education services and the scope of preschool mandatory education. The General Education Law issued in 1993 that replaced the previous Federal Education Law, made explicit the non-exclusion of students with disabilities from attending and participating in general education settings. In 2002, the Mexican government amended Article 3 of the Constitution and mandated that all children ages three to five years old be provided with a preschool education. These changes have provided the momentum and legal basis for the transformation of educational rights and services to preschool children with special educational needs.

This chapter discusses the impact of these legal changes in the Mexican Educational System, describes the current status of special education services provided at the preschool level (ages three to five years), and outlines some of the challenges for the education of young children with special educational needs in this country.


Special Education Basic Education Inclusive Education Preschool Education Special Education Service 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Association for Childhood Education International (ACEI). (2003). ACEI Global Guidelines Assessment (GGA). An early childhood care and education program assessment. Olney.
  2. Fletcher, T., & Artiles, A. (2005). Inclusive educatioon and equity in Latin America. In D. Mitchell (Ed.), Contextualizing inclusive education (pp. 202–229). London: Routledge Farmer.Google Scholar
  3. Fletcher, T., Klingler, C., Mariscal Lopez, I., & Dejud, C. (2003). The changing paradigm of special education in Mexico: Voices from the field. The Bilingual Research Journal, 27(3), 409–430.CrossRefGoogle Scholar
  4. García, I. (2011). Teacher preparation and professional development. Personal Communication with Silvia Romero-Contreras. 15 March 2011.Google Scholar
  5. García, C. I., Escalante, H. I., Escandón, M. M. C., Fernández, T. L. G., Mustri, D. A., & Puga, V. I. (2000). La integración educativa en el aula regular. Principios, finalidades y estrategias. México: SEP- Fondo Mixto de Cooperación Técnica y Científica México-España.Google Scholar
  6. Hardin, B. J., & Hung, H. F. (2011). A cross-cultural comparison of services for young children with disabilities using the ACEI Global Guidelines Assessment (GGA). Early Childhood Education Journal, 39(103–114).CrossRefGoogle Scholar
  7. Karagiannis, A., Steinback, W., & Steinback, S. (1996). Rationale for inclusive schooling inclusion: A guide for educators. In S. Steinback & W. Steinback (Eds.), Inclusion: A guide for educators (pp. 3–5). Baltimore: Paul H. Brookes.Google Scholar
  8. National Institute of Indigenous Languages (INALI). (2007). Catálogo de las lenguas indígenas nacionales: Variantes lingüisticas de Mexico con sus autodenominaciones y referencias geoestadísticas: Instituto Nacional de Lenguas Indígenas.
  9. National Institute for Educational Evaluation (INEE). (2008). Panorama Educativo de México. Indicadores del Sistema Educativo Nacional 2008. México: INEE.Google Scholar
  10. National Institute of Geography and Statistics (INEGI). (2010a). Anuario Estadístico de los Estados Unidos Mexicanos 2010. Aguascalientes: INEGI.Google Scholar
  11. National Institute of Geography and Statistics (INEGI). (2010b). Principales resultados del Censo de Población y Vivienda 2010. Aguascalientes: INEGI.Google Scholar
  12. Official Gazette of the Federation (DOF). (1993/2012). Ley General de Educación. México: Diario Oficial de la Federación. Accessed 09 Apr 2012.
  13. Official Gazette of the Federation (DOF). (2010). Reglas de operación del Programa de Estancias Infantiles para apoyar a madres trabajadoras para el ejercicio fiscal 2011. Diario Oficial de la Federación. Accessed 30 Dec 2010.
  14. Official Gazette of the Federation (DOF). (2011). Ley General para la Inclusión de Personas con Discapacidad. México: Diario Oficial de la Federación. Accessed 30 May 2011.
  15. OECD/CERI. (n.d.). National review on educational R & D. Examiners Report on Mexico: OECD/CERI. Scholar
  16. Pérez Martínez, M. G., Pedroza Zúñiga, L. H., Ruiz Cuellar, G., & López García, A. Y. (2010). La educación preescolar en México. Condiciones para la enseñanza y el aprendizaje. Mexico: Instituto Nacional para la Evaluación de la Educación (INEE).Google Scholar
  17. Santibañez, L., Vernez, G., & Razquin, P. (2005). RAND Report: Education in Mexico: Challenges and opportunities. Pittsburgh: RAND Corporation.Google Scholar
  18. Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The high/scope Perry Preschool study through age 40. Ypsilanti: High/Scope Press.Google Scholar
  19. Secretary of Social Development (SEDESOL). (2011a). Red de Estancias Infantiles. Accessed 15 Dec 2011.
  20. Secretary of Social Development (SEDESOL). (2011b). Transparencia. Cifras al cierre del mes de octubre de 2011. Accessed 15 Dec 2011.
  21. Secretary of Public Education (SEP). (1999). Licenciatura en Educación Preescolar. Plan de estudios 1999. México: SEP.Google Scholar
  22. Secretary of Public Education (SEP). (2002). Programa Nacional de Fortalecimiento de la Educación Especial y de la Integración Educativa 2001–2006. México: SEP.Google Scholar
  23. Secretary of Public Education (SEP). (2004a). Plan de estudios de Licenciatura en Educación Especial. Mexico: SEP.Google Scholar
  24. Secretary of Public Education (SEP). (2004b). Programa de Educación Preescolar. México: SEP.Google Scholar
  25. Secretary of Public Education (SEP). (2006). Orientaciones generales para el funcionamiento de los servicios de educación especial. Mexico: SEP/Direcciòn General de Desarrollo de la Gestión e Innovación Educativa.Google Scholar
  26. Secretary of Public Education (SEP). (2008). Sistema Educativo de los Estados Unidos Mexicanos. Principales cifras ciclo escolar 2008–2009. México: SEP.Google Scholar
  27. Secretary of Public Education (SEP). (2011). Programa de estudio 2011. Guía para la educadora. Educación Básica. Preescolar. Mexico: SEP.Google Scholar
  28. Secretary of Health (SSA). (2009). Tamiz auditivo neonatal e intervención temprana. Programa de acción 2007–2012. México: SSA.Google Scholar
  29. UNESCO. (1990). World declaration on education for all and framework for action to meet basic learning needs. New York: UNESCO.
  30. UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Salamanca: UNESCO.
  31. Vela-Amieva, M., Belmont-Martinez, L., Ibarra-González, I., & Fernández-Lainez, C. (2009). Variabilidad interinstitucional del tamiz neonatal en México. Bol Med Hospital Infant Mex, 66, 431–439.
  32. Yoshikawa, H., McCartney, K., Myers, R., Bub, K. L., Lugo-Gil, J., Ramos, M. A., et al. (2007). Early childhood education in Mexico. Expansion, quality improvement and currricular reform. Innocenti Working Paper No. 2007-03. Florence: UNICEF.Google Scholar
  33. Zigler, E., Gilliam, W., & Jones, S. (Eds.). (2006). School readiness: Defining the goal for universal preschool. New York: Cambridge University Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Department of Disability and Psychoeducational StudiesUniversity of ArizonaTucsonUSA
  2. 2.Graduate School of PsychologyUniversidad Autónoma de San Luis PotosíSan LuisMexico

Personalised recommendations