Resumo

DE LA CRUZ OROZCO, Ivania. Inclusive education in Mexican high schools: an analysis from the principals’ standpoint. Sinéctica [online]. 2020, n.54, e978.  Epub 07-Ago-2020. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2020)0054-008.

This article explores the strategies implemented by public high school principals to provide education to students who tend to be excluded from this service: Students with disabilities. Data comes from an online survey conducted in 2017 to gather information about the activities of public high school principals in Mexico. We analyzed the testimonies of 76 high school principals using as the Guide for ensuring inclusion and equity in education, designed by Unesco’s and adopted by Mexican educational authorities to promote an inclusive education for all. The findings show that high school principals implement a range of proactive strategies to promote an inclusive education. However, testimonies also show principals are not fully supported by educational authorities, which have not moved from discourse to action. This means schools lack the resources to provide a high-quality education to students with disabilities.

Palavras-chave : inclusive education; school leadership; students with disabilities; disadvantaged students; high school.

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