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    Ana Ximena Padilla
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    This document summarizes the history of approaches to educating people with special needs in Mexico from pre-Hispanic times to the present. It describes how views have changed from seeing those with disabilities as in need of survival of the fittest or being offered to gods, to the current inclusive education model. Key developments included the establishment of the first schools for the deaf and blind in the late 19th century, the emergence of special education as a field after the first Mexican Children's Congress in 1921, and a shift toward integration and inclusion over the 20th century influenced by international declarations of rights.

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    This document summarizes the history of approaches to educating people with special needs in Mexico from pre-Hispanic times to the present. It describes how views have changed from seeing those with disabilities as in need of survival of the fittest or being offered to gods, to the current inclusive education model. Key developments included the establishment of the first schools for the deaf and blind in the late 19th century, the emergence of special education as a field after the first Mexican Children's Congress in 1921, and a shift toward integration and inclusion over the 20th century influenced by international declarations of rights.

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    10 views32 pages

    Unit 1 Mexico - EDU

    Uploaded by

    Ana Ximena Padilla
    This document summarizes the history of approaches to educating people with special needs in Mexico from pre-Hispanic times to the present. It describes how views have changed from seeing those with disabilities as in need of survival of the fittest or being offered to gods, to the current inclusive education model. Key developments included the establishment of the first schools for the deaf and blind in the late 19th century, the emergence of special education as a field after the first Mexican Children's Congress in 1921, and a shift toward integration and inclusion over the 20th century influenced by international declarations of rights.

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    of 32

    In Mexico

    All the information comes from this


    SEP document, therefore some
    charts may be in Spanish.
     In
    this presentation will explore how
    people with special needs in Mexico
    conception has changed through time.
    Prehispanic Mexico
     Nomads  survival of the fittest

     Sedentary
     Offered to the gods or revered as gods.
     Executed or abandoned
    Colonial Mexico
     Many orphans and poor.

     Friarsthought: religion, first letters and


    4 arithmetic operations.

     Customs Correction Department (1806).


    Independient Mexico
     Morelos  Education for ALL.

     Little interest in education.


    1870-1970
     President Benito Juárez  public, free
    and secular education.
     1866 Ignacio Trigueros promotes the
    founding of the Municipal School of
    Deaf-mutes.
     1870 School for the Blind “Lic. Ignacio
    Trigueros ”.
     “Porfirian peace” order, peace and
    progress.

     Bases for public education.

     Congress of Hygiene and Pedagogy.

     1882 regulation for elementary schools.


     Menéndez de la Peña publishes Education
    for Abnormal Childhood (1906).

     Regular children and children with


    physical, intellectual or moral inferiority.

     5 categories of abnormal:
     Physical abnormal
     Sensory abnormalities
     Intellectual abnormals
     Nervous system abnormal (pathological)
     Pedagogical abnormalities
     In1908 Justo Sierra proposed education
    in a differentiated center to normalize.

     1921First Mexican Children's Congress


     marked the beginning of Special
    Education (SE) in Mexico. Promotes the
    use of tests and multidisciplinary work
    medicopedagógico

    Aulas homogéneas (“normales”)


    Anormales en sistema paralelo  medicopedagógico
     Departmentof Psychopedagogy and
    Hygiene 1925  National Institute of
    Psychopedagogy.

     1935Dr. Roberto Solís Quiroga


    convinces of the need for a Pedagogical
    Medical Institute
     1937 Behavior Clinic of Dr. Francisco
    Elizarras

     1952 Ortolalia Clinic.

     1955 Institute for the Rehabilitation of


    Blind and Visually Impaired Children.

     1959 SEP > Special Needs Office


     1948 Declaration of Human Rights

     1959 Declaration of the Rights of the


    Child

     1971Declaration of the Rights of the


    Mentally Retarded
    1970-1979
     Rehabilitativeand medical-therapeutic
    model for the care of people with
    disabilities and for children with
    language and learning problems.

     UNESCO support  UNICEF


     Adoptionof the term Special Needs
    Education.

     Start the path to integration.

     Tolerant coexistence.
    1980-1989
     Pedagogical Psychogenetic Model for
    the care of people with special
    education requirements.
     Support teaching on student possibilities.

     Individualize education.

     Promote standardization.

     Integrate special education and regular


    education.

     3 principles:
     School integration
     Sectorization of services
     Individualization of teaching
    1990-1999
     Educationalintegration model for the
    care of people with special educational
    needs with and without disabilities.
     Special Needs care involves:
     Provision of special means for access to
    the curriculum
     Provision of a curriculum with adaptations
     Attention to the social structure and
    emotional climate
    2000-2010
     Inclusive education

    A social model for caring for people who


    face barriers to learning and
    participation
     Globalization
     Education as a knowledge base
     Knowledge as an information base
     Information as the basis of development

     Education for all

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