Training needs to favor an education without BAP

Abstract

The inclusive education is highlighted in the NEM –New Mexican School– with a legal basis in the Third article of the Constitution, which indicates that it will be inclusive by taking into account various capacities, circumstances and needs of the students; it also considers, based on the principle of accessibility, reasonable adjustments and specific measures to be implemented with the aim of eliminating learning and participation barriers –in Spanish, BAP–. This constitutional precept confronts the social, economic and cultural inequalities of the marginal rural and urban context where the nine schools in which this research was carried out are located. The commitment of the teaching staff is noticeable, they make an effort to meet administrative, academic, cultural and social requirements, but anguish is also observed due to the inequality of support that urban schools have for the attention of students with disabilities, some are found in remote communities that do not have the support from USAER –Regular Education Support Services Unit– teams. From this reason arose the concern to detect the training needs of teaching staff to develop an education without BAP, which refer to all the difficulties experienced by any student; these BAP are considered to arise from the interaction between the students and the contexts: people, policies, institutions, cultures and social and economic circumstances that affect their lives; they do not refer to characteristics inherent to the student, rather to organizational, regulatory, administrative, pedagogical, physical and attitudinal conditions.