Inclusive Pathways: Professors’ Voices on Fostering Equity at a Mexican University
DOI:
https://doi.org/10.26817/16925777.2140Keywords:
Challenges, Disability, Educative inclusion, English teaching, NeurodivergenceAbstract
Inclusive education has become a universal human right. This type of education requires teachers to use teaching strategies that ensure both regular students and those with disabilities or neurodivergence receive the same learning opportunities. Consequently, this article aims to describe the challenges that undergraduate English language professors face when teaching English to students with disabilities or neurodivergence. Based on a qualitative case study, undergraduate English language teachers at a public university located in a southeastern state of México participated in a research interview. It was found that most of these teachers believed that having a disability or neurodivergence is not an impediment to studying a bachelor's degree in English. However, a latent challenge for the participants was their lack of knowledge of teaching strategies for inclusive education, as well as the limited availability of educational resources for creating an inclusive language classroom. These results highlight the need for university professors to take courses on implementing inclusive education in the teaching of English as a foreign language.
Downloads
References
Alba-Pastor, C. (2018). Diseño universal para el aprendizaje: Educación para todos y prácticas de enseñanza inclusivas (2nd ed.). Ediciones Morata.
Armijos, D., Juca, M., Vásconez, M. y Encalada, G. (2022). Retos en la formación docente para una educación inclusiva. Revista Social Fronteriza, 2(3), 13-27. https://doi.org/10.59814/resofro.2022.2(3)13-27
Bhatia, R.& Singh, R. (2021). Inclusion: Historical Perspectives, Inclusive Education and Current Status. Elementary Education Online, 20(1), 8587-8605. https://ilkogretim-online.org/index.php/pub/article/view/491/463
Bhatt, S. (2020). What makes for an effective role model in medical education? Examining the perceptions of undergraduate students. [Master’s thesis, Cardiff University].
Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2),77-101.
Davies, L. (2004). Meeting special education needs in the curriculum: design and technology. David Fulton Publishers.
Dirección de Normatividad. (2021). Reglamento para la inclusion de personas con discapacidad. Universidad Veracruzana. https://www.uv.mx/cendhiu/files/2024/02/Reglamento-Inclusion-Personas-Discapacidad.pdf
Duk, C., Cisternas, T., y Ramos, L. (2019). Formación Docente desde un EnfoqueInclusivo. A 25 Años de la Declaración de Salamanca, Nuevos y Viejos Desafíos. Revista latinoamericana de educación inclusiva, 13(2), 91-109. http://dx.doi.org/10.4067/S0718-73782019000200091
European Agency for Development in Special Needs Education, (2003). Inclusive Education and Classroom Practice. Summary report. Available on : https://www.european-agency.org/sites/default/files/inclusive-education-and-classroom-practices_iecp-en.pdf
Fung, L.K. & Doyle, N. (2021). Chapter 1. Neurodiversity: The New Diversity. In L.K. Fung (Ed.). Neurodiversity. From phenomenology to neurobiology and enhancing technologies (pp.1-17). American Psychiatric Association Publishing. https://doi.org/10.1176/appi.books.9781615379514.lg01open_in_new
Galvez, O. (2024). Foreign language skills and labor market Outcomes: The case of English in Mexico. https://galvez-soriano.github.io/home/Papers/English_skills_in_Mexico.pdf
Gómez, N. E & Rojas, V. C. (2024). Universal Design Learning in English language teaching for BGU students with interferences in their academic performance. Universidad y Sociedad, 16(2). 533-538. https://rus.ucf.edu.cu/index.php/rus/article/view/4426/4330
Gordon, D. (2024). Universal design for learning: Principles, framework and practice. CAST Professional Publishing
ICEF. (2016, March 18). The growing demand for English language learning in Mexico. ICEF Monitor. https://monitor.icef.com/2016/03/the-growing-demand-for-english-language-learning-in-mexico/#:~:text=%22On%20average%2058%25%20participants%20in,the%20main%20language%20of%20internal
Kaiser, K. (2009). Protecting respondent confidentiality in qualitative research. Qualitative Health Research, 19(11), 1632–1641. https://doi.org/10.1177/1049732309350879
Kerlinger, F. N. (2007). Metodologia da pesquisa em Ciências Sociais: Um tratamento conceitual. Editora Pedagógica e Universitária.
Khatri, R. (2021). Universal Design for Learning: Its Application to English for Academic Purposes Classrooms in Canada. BC TEAL Journal, 6(1), 94-105.https://doi.org/10.14288/bctj.v6i1.447
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon.
Kvale, S. (1996). InterViews: An Introduction to Qualitative Research Interviewing. Sage Publications.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
Moriña, A. (2016). Inclusive education in higher education: challenges and opportunities.European Journal of Special Needs Education,32(1), 3–17. https://doi.org/10.1080/08856257.2016.1254964
Munda, F. (2023). Factors and Forces of Impact: Teaching Students with Disabilities in Mexican Universities (Publication No. 30639454) [Doctoral Dissertation, University of Southern California]. ProQuest Dissertations and Thesis Global.
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231205789
Naudé, L. (2025). Thematic analysis. In A. Sorgente, S. Claxton, J. Schwab & R. Vosylis (eds.). Flourishing as a scholar: Research methods for the study of emerging adulthood (pp. 327–350). Oxford University Press. https://doi.org/10.1093/oso/9780197677797.003.0017
Norris, L. (2019). Using inclusive practices. Teaching English. British Council. Available at: https://www.teachingenglish.org.uk/sites/teacheng/files/J105_10_inclusive_practices_web_0.pdf
Oxford University Press, (2018). Inclusive Practices in English Language Teaching. Available at: https://www.oup.com.cn/test/inclusive-practices-in-english-language-teaching.pdf
Paiva, F. G., Souza, A. L. M., & Mello, S. C. B. (2011). Validade e confiabilidade na pesquisa qualitativa em administração. Revista de Ciências da Administração, 13(31), 190-209. https://doi.org/10.5007/2175-8077.2011v13n31p190
Patton, M.Q. (2015) Sampling, qualitative (purposeful). The Blackwell Encyclopedia of Sociology. https://doi.org/10.1002/9781405165518.wbeoss012.pub2
Rahman, M. (2017). The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language Testing and Assessment Research: A Literature Review.Journal of Education and Learning, 6(1), 102-112. DOI:10.5539/jel.v6n1p102
Ramirez, J.J. & Díaz, L.M. (2025). Desafíos para la inclusión en la universidad: percepciones estudiantiles en Sinaloa. Revista Iberoamericana para la investigación y el desarrollo educativo, 15(30). https://doi.org/10.23913/ride.v15i30.2307
Rao, K. & Torres, C. (2017). Supporting Academic and Affective Learning Processes for English Language Learners with Universal Design for Learning. TESOL Quarterly, 51(2), 460-472. https://doi.org/10.1002/tesq.342open_in_new
Rodríguez, H. (2022). Desarrollos y límites de la innovación responsable. RECERCA. Revista de Pensament I Anàlisis, 27(2), 1-29.
Rubin, H.J. & Rubin, C.S. (2005). Qualitative Interviewing: The Art of Hearing Data. (2nd Ed.). Sage Publications.
Sánchez, A., Ledezma, C., & Font, V. (2025). A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria. Education Sciences, 15(7). https://doi.org/10.3390/educsci15070909
Sandhiya, V., & Bhuvaneswari, M. (2024). Qualitative research analysis. In Advances in Library and Information Science (ALIS) book series (pp. 295–316). IGI Global. https://doi.org/10.4018/979-8-3693-1135-6.ch014
Singer, J. (1999). “Why Can’t You Be Normal for Once in Your Life?” from a “Problem with No Name” to the Emergence of a New Category of Difference. In M. Corker, & S. French (Eds.),DisabilityDiscourse(pp. 59-67). Open University Press.
Sonkamble, C. (2025). Inclusive pedagogy: teaching strategies for diverse learners. Scholarly Research Journal for Humanity Science & English Language,13(67), 19-25. https://doi.org/10.5281/zenodo.14858397
Sotomayor, K., Martínez, R., & Varas, R. (2022). Attitudes towards inclusive education in teaching English as a foreign language: an academic review.LATAM Revista Latinoamericana De Ciencias Sociales y Humanidades,3(2), 145–153. https://doi.org/10.56712/latam.v3i2.71
Stubbs, S. (2008). Inclusive Education, where there are few resources. The Atlas Alliance. https://www.eenet.org.uk/resources/docs/IE%20few%20resources%202008.pdf
Taherdoost, H. (2021). Handbook on Research Skills: The Essential Step-By-Step Guide on How to Do a Research Project. Helvetic.
Taherdoost, H. (2022). What are Different Research Approaches? Comprehensive Review of Qualitative, Quantitative, and Mixed Method Research, Their Applications, Types, and Limitations. Journal Of Management Science & Engineering Research, 05. https://doi.org/10.30564/jmser.v5i1.4538
Tanner, J., Zeffiro, T., Wyss, D., Perron, N., Rufer, M. & Mueller-Pfeiffer, C. (2019). Psychiatric Symptom Profiles Predict Functional Impairment. Frontiers in Psychiatry, 10. https://doi.org/10.3389/fpsyt.2019.00037
Tobin, T. J., & Behling, K. T. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. West Virginia University Press.
Tuan, L.T. (2011). EFL Learners’ Learning Styles and Their Attributes. Mediterranean Journal of Social Sciences, 2(2), 299-320. https://www.richtmann.org/journal/index.php/mjss/article/view/10803
UNESCO, (2025). What you need to know about inclusion in education. Inclusion in Education. https://www.unesco.org/en/inclusion-education/need-know#:~:text=There%20are%20many%20aspects%20to,assistive%20technology%2C%20physical%20access%20including
Universidad Veracruzana. (2024). Protocolo para garantizar y promover el ingreso, permanencia y egreso del alumnado con discapacidad en la Universidad Veracruzana. https://www.uv.mx/cendhiu/files/2024/02/Protocolo-Alumnado-con-Discapacidad-version-web.pdf
World Health Organization. (2013). Disability. Sixty-six world health assembly. https://apps.who.int/gb/ebwha/pdf_files/WHA66/A66_12-en.pdf
Yin, R. K. (1984). Case Study Research: Design and Methods. SAGE.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 GIST – Education and Learning Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
| Article metrics | |
|---|---|
| Abstract views | |
| Galley vies | |
| PDF Views | |
| HTML views | |
| Other views | |
