Abstract

The inclusion of students with special educational needs (SEN) is stated as one of the priorities in the Mexican curriculum. However, the goal of inclusion may be hindered by implementing neoliberal terminology in educational policies and by imposing the Federal Republican Austerity Law, which has led more than 30 Mexican universities to implement austerity plans in order to cope with the lack of funding. This study aims to uncover how teachers working at the Autonomous University of Sinaloa navigate neoliberal constraints in promoting inclusive education principles. Through a qualitative approach and a case-study design, four semi-structured interviews were conducted with the participation of teachers selected through purposive sampling. The findings reveal that neoliberal legislation in Mexico has negatively impacted key areas of the successful inclusion of students with SEN at the Autonomous University of Sinaloa, such as infrastructure, staff hiring, and training.

This work is licensed under a Creative Commons Attribution 4.0 License.