Maria Teresa Quemada Bustamante, Leticia Pons Bonals, Nancy Leticia Hernández Reyes
Inclusive education demands going beyond an approach based on Special Education Needs (NEE for its acronym in Spanish) to recognize the existence of Barriers to Learning and Participation (BAP) that teachers must identify and address in the classroom. What challenges are faced by primary education teachers and personnel assigned to special education services in Mexico to achieve this change? That is the question that this paper aims to answer. To do so, the authors present the results of the diagnostic phase of a case study that incorporates teachers who attend School Zone 06 of Special Education in San Juan del Rio, Queretaro, Mexico. The information analyzed was collected using the survey technique through a questionnaire answered by 35 teachers. The results demonstrate the need to foster communication and teacher training processes by creating spaces for dialogue and the exchange of experiences between teachers and the staff assigned to special education services to strengthen the knowledge of all the personnel involved in this subject so that they might jointly propose effective strategies in favor of inclusive education.