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In 1994 held a meeting in Salamanca, Spain, in this meeting involving several countries in the world, at this were discussed the special educational needs and created the Treaty of Salamanca, which provides access for people who show disabilities to regular school and orthodontia within it always and when his condition permission, the other hand asked the teachers that they designed new teaching strategies to provide opportunities for students with special educational needs. These strategies would be designed according to the needs of these students also should encourage pupils who do not have special educational needs and, consequently, raise the quality of education. In 2002, the Mexican Government and the Secretary of public education give to know the national programed for strengthening of special education and educational integration (PRONAFO). In this document it is to meet the guidelines, objectives and the Mission of special education. Also referred to the challenges which faced special education services, as are the coverage of its services, the resources that are available to give attention to the students, accessibility to facilities in regular school, the Organization of support within the schools of regular education services, collaborative work between regular and special education, and so on. Also this paper refers on the strengthening of special education, the updating of teachers supporting regular schools is essential to improve the service and attention to the students. This document underwent a reform in 2009. During 2006 it gives to know the guidelines document for the operation of services of special education, which is part of the national program for the strengthening of special education and educational integration. This document is the one used in the support services for their organization and operation, the activities to be performed each of the members that make up the team supports the regular school. Current Mexican educational policy is based on the premise that special education students need additional resources to learn the content included in the national program of studies and need additional resources. Mexican educators no longer focus exclusively on the particular problems exhibited by individual students. Instead, a holistic approach is encouraged, which considers factors such as the school, home, and community environment as well as teaching methods issues that may affect a childs progress or exacerbate a problem.
The two models in Mexico for service delivery are: y y Regular Education Support Services Unit ( USAER) Multiple Attention Centers (CAM).
According to Todd Fletcher of the University of Arizona, USAER and CAM serve children with and without disabilities who have special learning needs, akin to combining 504 plans with disability categories. A student, therefore, may not be assigned a disability category, but may receive services for special learning needs that teachers and USAERs have identified, but have not specifically labeled. For example, hyperactivity (ADHD) is not considered a disability, but special education professionals are aware of it and any intervention associated with hyperactivity would be provided by mental health professionals such as psychologists or psychiatrists. There are educational associations that focus on ADHD-type conditions, but teachers generally do not have knowledge or training in how to deal with it in the classroom (email communication, Todd Fletcher, 2007). The USAERs conduct psychpedagogical evaluations similar to holistic assessments in which they gather information, such as student history, educational experience, and student work samples. Special education personnel conduct informal non-standardized assessments to determine learning needs (email communication, Fletcher, 2007). USAERs usually consist of a social worker, a psychologist, a speech and language therapist, and a special education teacher. They serve four or five schools, spending one day per week in each. USAERs conduct studies of the school operations and environment, and of the community the school serves as well. USAERs are designed to integrate special needs students into regular classrooms. Special education teachers in these units collaborate with regular classroom teachers to help build success among special needs students in the classrooms. Primary objectives of USAER are: initial evaluations, intervention planning, intervention, and ongoing assessment, and monitoring. The USAER uses curriculum-based assessments to determine progress. Students are provided with curriculum adaptations in the regular classrooms according to their needs.
CAM is alternative settings or special schools designed to provide education to preschool through high school students who are unable to integrate successfully into regular classrooms and need additional accommodations. The centers are organized by group and age and work to provide instruction to students with diverse disabilities in the same group. Each center maintains autonomy in organizing, planning and instruction of their students.