The purpose of this work is to identify the main challenges of the Mexican special education system in order to address the demands of inclusive education. Special education in Mexico has a long history; it became institutionalized in the middle of the XIXth century. In the 1990’s, special education went through a transformation due to the emergence of educational integration. These changes have caused confusion in special education professionals, as they struggle to make sense of their work. Moreover, the structure of the Mexican educational system contributes to this confusion, as it does not provide adequate conditions for the delivery special education services. Nevertheless, research shows that, students with special educational needs (SEN) who attend general schools have benefited in their emotional, social and even educational development, even though efforts still need to be made to improve this later aspect. With the proposals of inclusive education (the elimination of the concept of special educational needs, the implementation of institutional changes as opposed to individual supports to children, and a greater emphasis in all students’ learning, among others) special education services face now greater challenges. So far, the process of educational integration is not complete and some special education professionals aspire to a very radical version of inclusive education. Under these circumstances, researchers, policy makers and, most importantly, teachers and families need to reflect on the future goals that special education needs should persue in the country.

Special education, Special educational needs, Disability, Inclusion.