On Tuesday, March 13th, Paula Alvarado Cañada came out talk to us about the goals and changing nature of Special Education in Mexico. Maestra Paula is a retired master teacher, who has worked with students with a wide range of abilities and skills. Her expertise was incredibly valuable for those of us studying to be teachers.

The class started with a simulation activity to help us imagine life as students with disabilities and their teachers. Three students were given some kind of impairment – a blindfold, a tied up leg, or plugged ears. Their “teachers” then had to lead the students in simple activities, like a walk around the yard or a crayon drawing. As the activity progressed, we were given more considerations: what if this student was ten years old and had never been to school before? What if the student had no conventional language? What if the materials that you’re given are completely inaccessible to your students? In this case, it is the job of the teacher to be responsive, adaptive, and creative.

Our talk specifically focused on two types of Special Education systems in Mexico. The first are CAM’s, special schools for education of students with disabilities. Until age thirteen, students are in the “basic” CAM, which teaches basic skills like literacy and beginning math and science. Older students then enter the “labor” CAM, which teaches a trade skill. These programs have relationships with local employers so that graduates can immediately get jobs as restaurant workers, cleaning staff, massage therapists, or any number of other jobs. In contrast, the USAER program sends a multidisciplinary team (including a psychologist, a social worker, a special education instructor) into regular education schools. These professionals act as support staff to classroom teachers who face challenges such as students with disabilities, students living in unstable home environments, or exceptionally gifted students. These support staff work to make sure that all students have access to the class and the resources and support they need to be successful.

Additionally, Maestra Paula talked briefly about the effects of policy changes on Special Education programs. For example, recent legislation has opted toward an “integration” policy, including more students with disabilities into regular classrooms. The job of the teacher is very different depending on what students are in the classroom and what special needs and disabilities the students bring. Maestra Paula’s accounts of how her own career and responsibilities changed with different policies served as a good reminder that outside forces will always play a role in the responsibilities of the teacher, and that we must be ready to adapt our classrooms for many different types of students.