(physics, chemistry, biology, etc.) or social sciences (commerce, philosophy, law, etc.). The term preparatoria is most commonly used for institutions that offer a three-year education program that "prepares" the student with general knowledge to continue studying at a university. In contrast, the term bachillerato is most often used for institutions that provide vocational training, in two or three years, so the graduate can get a job as a skilled worker, for example, an assistant accountant, a bilingual secretary or a technician. An example of an institution that provides this kind of skills in Mexico is the National College of Professional Technical Education (Conalep). Educational integration In 1993, educational integration was formally implemented nationwide through the reform article 41 of the General Education Law. This law mandates the integration of students with special needs into regular classrooms. Although formally, the term 'educational integration' is used, 'inclusive education' is often used to describe the educational system. Implementation of educational integration has taken many years and still continues to face obstacles. Under the current model, students with severe disabilities that would not benefit from inclusion, study the same curriculum as regular classrooms in separate schools called Centros de Atencion Multiple [Multiple Attention Center], or CAM. Otherwise, special needs students are placed in regular classrooms and are supported by the Unidades de Servicio y Apoyo a la Educación Regular or the Unit of Support Services for Regular Education, (USAER). This group is made up of special education teachers, speech therapists, psychologists and other professionals to help special needs students in the classroom and minimize barriers to their learning. Challenges to educational integration The combination of USAER professionals and regular teaching working in the same classroom has caused some issues for educational integration. Specifically, there is confusion about the roles of USAER professionals who work in regular classrooms. A study of USAER members found that regardless of urban or rural contexts, professionals had four common concerns. First, USAER professionals felt that they lacked preparation for working in the classroom. The second issue was feeling like their role had changed due to more demands being placed on them. The last two concerns were the lack of communication and collaboration between teachers and USAER professionals. Although the two work in the same classroom, they often work independently. However, this creates problems when adjusting the curriculum for special needs students. Accessibility is another challenge for educational integration. Schools