Abstract:

Inclusive practices are geared to cater for all students regardless of their conditions and characteristics. In this paper a comparison between the teaching practices of general schools with special education support (ER- USAER) and Multiple Attention Canters (CAM) is conducted to identify where a more inclusive attention to students with disabilities is provided. We worked with 15 CAM´s and 17 USAER´s teachers in three Mexican states, they were administered the Guidelines for the Evaluation of Inclusive Practices in the Classroom (GEPIA) in two versions self-report and observation. The results of self-report show that both groups consider having inclusive practices, however ER-USAER teachers work collaboratively with special education professionals, while CAM teachers indicate preferring to conduct independent and individualized work. Observations revealed that CAM teachers have a greater repertoire of inclusive practices than their peers in ER-USAER, which seems to be explained by their working conditions -class size and school culture- and their knowledge about disability. ER- USAER teachers do not always consider all their students when planning for their class.

Keywords:  inclusive education; inclusive practices; students with disability; Mexico