Bridge over Troubled Waters

• Published in: The Bilingual review Vol. 24; no. 1/2; p. 109
• Main Author: Morales, Sofialeticia
• Format: Journal Article
• Language: English
• Published: San Antonio Bilingual Review Press 01.01.1999; University of Texas at San Antonio, College of Education and Human Development, Bicultural Bilingual Studies Department
• Subjects: Children; Children with disabilities; Collaboration; Cooperation; Disabled children; Disorders; Education; Education and state; Education policy; Intellectual disabilities; International aspects; Juvenile offenders; Learning; Learning Processes; Legislation; Meetings; Memoranda; Mexican foreign relations; Parents & parenting; Pedagogy; Political aspects; Schools; Special education; Special Needs Students; Teachers; Teaching; United States foreign relations; United States; Mexico; United States > US; Spain
• ISSN: 0094-5366; 2327-624X

In 1990, the year of the eighth meeting of the Binational Commission, the "Memorandum of Understanding Regarding Education" between the government of Mexico and the government of the United States was signed. Since that date, discussions regarding the subject of education have intensified. [...]the Normal School of Specialization was created and inaugurated in 1943 to train teachers to specialize in the education of mentally retarded children and young offenders. Cognizant that the process of scholastic inclusion of persons with disabilities is a gradual process that entails difficulties in responding equitably to specific requirements, the Educational Development program outlines progressive strategies in order to achieve educational integration: (1) diagnose and identify existing infrastructures to attend to these minors as well as the modalities and integration experiences in each federal entity, (2) design planning strategies for each zone and school region for the gradual incorporation of this population into the education system, (3) and, on the planning of each zone and school region, define the priorities for addressing the needs of specific diversities presented by the population, such as levels of disabilities, infrastructures of educational services, awareness level of parents, of teachers, and of the regular schools and communities, and professional competency of the specialist available in each locality and region. According to 1990 census data, there are 156,602 localities, of which more than 108,000 have a population of less than a hundred inhabitants.