
The article aims to share how the design and implementation of situated learning progressions promoted by the CARE-Mexico Project have fostered educational inclusion through family participation in the educational process. Through interviews with teachers in Yucatán who have adopted the learning progressions in their teaching practices, we analyse the results regarding: 1) family participation in the learning progressions as a contributing factor to inclusion, and 2) the considerations considered in the design and implementation of the learning progressions to encourage such participation.
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| influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically). | Average | |
| impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network. | Average |
