Special Education Policies in Different Realities: United States and Mexico

Abstract

This study aims to compare the definitions and directions of the legislation that ensures the attempts to include public students of Special Education in common schools in United States and Mexico. It works with the sociological-figurational theory of Norbert Elias (1993; 1994; 2001; 2006; 2011) to dialogue with the socially produced reality amidst the civilizing process between these countries. It uses the international comparative study as its methodology, analyzing education policies by legislation and public policies on the theme and looking for similarities and differences in the studied realities.