Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools
Despite advances towards a more inclusive educational system in Spain, astrong dichotomy persists between models that support the inclusion of studentswith SEN in mainstream schools and those defending special education. Thisis especially notable in Madrid, where special schooling is protected under...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:dnet:ebuahbibliot::1dedb6658ae9f12a90bfd11768659f75 |
| Acceso en línea: | http://hdl.handle.net/10017/69455 https://dx.doi.org/10.1111/1471-3802.70117 |
| Access Level: | acceso abierto |
| Palabra clave: | Discourses Families Freedom of choice Mainstream schools Quasi-market educational system Segregation Special education Educación Education |
| Sumario: | Despite advances towards a more inclusive educational system in Spain, astrong dichotomy persists between models that support the inclusion of studentswith SEN in mainstream schools and those defending special education. Thisis especially notable in Madrid, where special schooling is protected under aregional policy promoting freedom of choice. Within this context, the objectivesare: to describe families' discourses on schooling in both special education andmainstream schools; and to understand how the structure of the education systemshapes families' positions towards segregation and inclusion. Four discussiongroups were conducted with families of children with SEN enrolled in differenttypes of schools: (1) mainstream schools; (2) special schools; (3) those who movedfrom mainstream to special; and (4) those who returned to mainstream schoolsafter special schooling. Results indicate that families' perceptions of segregationare influenced both by their direct experiences within the education system andby a broader conception of freedom of choice, a notion largely inaccessible tofamilies without the financial means to secure their preferred educational options.The findings highlight the challenges of achieving inclusion within a quasi-marketeducational system, emphasising the need for equity- driven policies and a strongpublic sector to guarantee education for all |
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