Considering the Needs of Mexican Immigrant Students: An Examination of Special Education Practices in Mexico and the United States

Abstract

Although Mexican Americans are by far the largest foreign-born group in the United States (U.S.), very little information about Mexico’s educational system is currently available to practicing school psychologists and special education teachers in the U.S. This qualitative study aimed to understand the lived experiences of former and current special education teachers and school psychologists who work with Mexican and Mexican American students in Guanajuato, Mexico and Arizona, U.S. Moreover, the study examined the similarities and differences in special education practices and policies between the U.S. and Mexico. The researcher conducted semi-structured interviews with five participants from both countries; findings revealed eight major themes. The first three themes related to practitioners’ experiences working with Mexican students with disabilities and their families: 1) lack of understanding surrounding special education, 2) limited educational resources, and 3) economic factors impacting Mexican students and their families. Three findings emerged from data collected in Arizona: 1) perceived immigrant generational differences, 2) limited understanding of special education in Mexico, and 3) emphasis on establishing rapport with immigrant families. The final two major findings comparing special education in Mexico and the U.S included: 1) differences and similarities in special education eligibility categories, and 2) variance in annual requirements and availability of services. Implications for Mexican and U.S. school psychologists and special education teachers working with Mexican and Mexican immigrant students and families are discussed. Additionally, areas for future research are provided.