Inclusion that generates exclusion. Undesired effects on teaching practice

Abstract

Educational inclusion constitutes one of the most important goals of educational systems worldwide and, in Mexico, it has gained particular relevance with the implementation of the New Mexican School. However, in everyday classroom practice, this inclusion can paradoxically become a form of exclusion for the majority of students. This paper analyzes how the emphasis on attending to students with special educational needs may lead to the neglect of the rest of the group, affecting equity and the quality of learning in basic education. Although the current educational model promotes respect for diversity, equity, and social justice, teacher education and training have not progressed at the same pace as the demands of the system. In addition, there are limitations in human and economic resources, as well as the presence of highly diverse classrooms that include students with disabilities, multicultural contexts, and various barriers to learning. This situation creates an excessive workload for teachers, making it difficult to provide balanced attention to all students. Furthermore, the educational system has not guaranteed sufficient structural conditions to effectively address diversity. In some cases, such as schools supported by the Regular Education Support Service Unit (USAER), a large number of students with special needs are concentrated in the same classrooms, forcing teachers to prioritize their attention. Finally, it is highlighted that initial teacher education in teacher training colleges and in-service training programs present limitations, as they often remain disconnected from the realities of contemporary education.