Borderland parentocracy in cross-border special education systems: a qualitative study of Mexican mothers

Abstract

Objectives: Mexican federal policy provides a framework to promote education for students with disabilities such as autism through two entities: Units of Support Services for Regular Education (USAER) and Centers for Multiple Attentions (CAM). Limited research has documented caregiver experiences pursuing education for their autistic children or the educational outcomes of these students. Methods: This qualitative study utilized a community-based participatory research approach, interviewing 11 mothers to examine: 1) caregivers lived experiences when accessing, negotiating, and maintaining special education services within the Mexican educational context, and 2) how caregivers construct advocacy roles and develop strategies to support their children's educational access. Results: Utilizing the borderland parentocracy framework, findings outline three themes: 1) Negative perceptions of special education in Mexico, 2) Persistence in the face of systemic barriers, and 3) Leveraging U.S. Citizenship as Educational Capital. Results document the lack of educational support for autistic students in Mexico, revealing significant discrepancies between federal law and caregiver experiences. Conclusions: These gaps lead parents with economic resources to rely on private schools and therapeutic systems to supplement inadequate public services, highlighting systemic failures in Mexico's special education implementation.

The authors' abstract, as published at the source. International Journal of Developmental Disabilities, 2026 · DOI ↗