The purpose of this article is to analyze the implications of the reception of the Declaration of Salamanca in Mexico, 25 years after its establishment. It is assumed that the answers made to materialize the "integrationist" ideals were simple in the face of a problem overwhelmed by its complexity. The analytical approach is located from the modification of the traditional special education, through the policy of Educational Integration, to the principles of an inclusive school that are now expressed in various educational policy texts. The above in order to build a view from the complexity around the challenges, tensions and disputes about the implementation and realization of inclusive ideals. In order to do so, five "complex" questions are presented that, more than providing univocal and simple answers, allow us to rethink the projects from a particular point of view and from a situated perspective.

Special education; Educational policy; Public education; Compensatory education; Social justice.