UCLA

To truly provide inclusive learning spaces for all students, inclusive education must be provided for people with disabilities during the transitional period from compulsory school to employment. M�xico’s 2011 law of inclusion provides rights to people with disabilities for access to education and professional training. In the interest of understanding inclusive education for people with disabilities during higher education and vocational formation, this research examines the networks of actors supporting this policy in practice through an analysis of its networks of support. It seeks to understand the construct of disability, actors, collaboration, and supports across the levels of implementation. A Vertical Case Study was adapted to examine the actors, collaboration, and supports across the macro (global), meso (government), and micro (local) levels of this policy in practice. Qualitative analysis was used to analyze two types of data: documents and interviews. First, a systematic review was conducted to find policies and declarations from M�xico and global organizations focused on inclusion and people with disabilities. Next, interviews were conducted with those working in key government entities, program directors, and adult students with disabilities in higher education or vocational formation programs to understand what supports them in the implementation of this inclusive policy. Through an analysis of policies and declarations over time, it is clear the policy definition and construct of disability is not reaching local practitioners, nor is it permeating the full networks of support. The networks of support involved within this implementation in M�xico include supports from the government, community, schools, institutions, and resources. These networks are collaborating through their information sharing, provision of accommodations, and program implementation. This research can inform policymakers and program directors of the supports necessary for this policy in practice. It highlights the importance of these supports in providing inclusive spaces for students so that they might be successful in their education. It demonstrates the need for collaboration across and within departments through information sharing, development of institutional structures, and allocation of funding. Furthermore, it points to the requirement that these networks both instill an inclusive culture and provide access to this education and labor practice.