Abstract
This article analyzes how two teachers, one Mexican and another Brazilian, responded to the demands originated from inclusive policies regarding children with disabilities. The analysis shows that the challenges these policies impose on teachers do no take into consideration the concrete conditions under which they perform their work. In spite of those conditions, the teachers observed mobilized their own experience and their commitment for providing quality education to the students that were put under their responsibility. They did by this actively seeking the most relevant strategies to achieve it.
Keywords:
inclusive education; teaching; disabilities; educational policies; basic education; Brazil and Mexico