Abstract:

Mexican´s laws guarantee educational rights of disabled people, including the right of infrastructure, technological and scholarship supports, orientation and training, among others. The objective of this research was to identify the relationship between the educative supports that disabled students should receive in middle school and those that they actually receive. Two case studies were conducted with second grade middle school students diagnosed with Asperger's Syndrome and intellectual disability respectively. The students were observed during 13 class hours. In addition, the mothers, regular and special education teachers, and disabled or non-disabled classmates were interviewed. The results show that the supports provided to middle school disabled students were minimal in relation with those they are supposed to receive. USAER provides the support, but it does not correspond to the inclusive model.

Key words: Educational integration; public middle school; intellectual disability; Asperger Syndrome; inclusive education; USAER