Resumo

VILCHIS ROMERO, Violeta  e  ARRIAGA ORNELAS, José Luis. Living The Educational Integration/Exclusion in The Upper Middle Level: Case Studies in Young People from San Luis Potosí, Mexico. Educación [online]. 2018, vol.42, n.1, pp.69-86. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v42i1.23249.

This article discusses inclusive education from the experiences of young people with a physical disability. The research method used is qualitative, since case studies and the biographical-narrative method is used (Moriña, 2010). This methodology allows give voice (Susinos and Parrilla, 2008) who are able to pinpoint the elements that prevent their inclusion in school environments as barriers (Zarb, 1997), and may also indicate the support that eventually they have allowed them to be strengthened as agents (Bourdieu, 1997). Life stories were collected during thr work field and were contextualized ethnographic, where different actors appear allowing or preventing its participation in the school community. The investigation was directed to identify the cultures, policies, and practices that these young people have been decisive in the educational process. The aim is to highlight and listen to those who remain invisible and silenced, to help increase your agency, if they do not include at least one individual does not feel welcome in the school and school community provides multiple and varied opportunities to learn and participate (Ainscow, 2001).

Palavras-chave : educational inclusion; high school; disability; support; agency.

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