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...

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Detalles Bibliográficos
Autores: Guiral Borruel, Claudia María, Díaz Velázquez, Eduardo|||0000-0002-7996-6566, Muñoz Martínez, María Yolanda|||0000-0003-4001-0214, Domínguez Santos, Susana|||0000-0002-6980-4176
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
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spelling Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schoolsGuiral Borruel, Claudia MaríaDíaz Velázquez, Eduardo|||0000-0002-7996-6566Muñoz Martínez, María Yolanda|||0000-0003-4001-0214Domínguez Santos, Susana|||0000-0002-6980-4176DiscoursesFamiliesFreedom of choiceMainstream schoolsQuasi-market educational systemSegregationSpecial educationEducaciónEducationDespite 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 allMinisterio de Ciencia, Innovación y UniversidadesFondo Europeo de Desarrollo Regional (FEDER)20262026-05-25journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10017/69455https://dx.doi.org/10.1111/1471-3802.70117reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)InglésengAgencia Estatal de Investigación http://dx.doi.org/10.13039/501100011033 Programa Estatal para Impulsar la Investigación Científico-Técnica y su Transferencia PID2021-126531OA-I00 Discursos y experiencias sobre educación especial e inclusiva en familias de alumnado con discapacidadMCIN AEI 10.13039 FEDER, UEopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:dnet:ebuahbibliot::1dedb6658ae9f12a90bfd11768659f752026-06-18T11:13:07Z
dc.title.none.fl_str_mv Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools
title Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools
spellingShingle Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools
Guiral Borruel, Claudia María
Discourses
Families
Freedom of choice
Mainstream schools
Quasi-market educational system
Segregation
Special education
Educación
Education
title_short Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools
title_full Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools
title_fullStr Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools
title_full_unstemmed Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools
title_sort Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools
dc.creator.none.fl_str_mv Guiral Borruel, Claudia María
Díaz Velázquez, Eduardo|||0000-0002-7996-6566
Muñoz Martínez, María Yolanda|||0000-0003-4001-0214
Domínguez Santos, Susana|||0000-0002-6980-4176
author Guiral Borruel, Claudia María
author_facet Guiral Borruel, Claudia María
Díaz Velázquez, Eduardo|||0000-0002-7996-6566
Muñoz Martínez, María Yolanda|||0000-0003-4001-0214
Domínguez Santos, Susana|||0000-0002-6980-4176
author_role author
author2 Díaz Velázquez, Eduardo|||0000-0002-7996-6566
Muñoz Martínez, María Yolanda|||0000-0003-4001-0214
Domínguez Santos, Susana|||0000-0002-6980-4176
author2_role author
author
author
dc.subject.none.fl_str_mv Discourses
Families
Freedom of choice
Mainstream schools
Quasi-market educational system
Segregation
Special education
Educación
Education
topic Discourses
Families
Freedom of choice
Mainstream schools
Quasi-market educational system
Segregation
Special education
Educación
Education
description 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
publishDate 2026
dc.date.none.fl_str_mv 2026
2026-05-25
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/69455
https://dx.doi.org/10.1111/1471-3802.70117
url http://hdl.handle.net/10017/69455
https://dx.doi.org/10.1111/1471-3802.70117
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agencia Estatal de Investigación http://dx.doi.org/10.13039/501100011033 Programa Estatal para Impulsar la Investigación Científico-Técnica y su Transferencia PID2021-126531OA-I00 Discursos y experiencias sobre educación especial e inclusiva en familias de alumnado con discapacidad
MCIN AEI 10.13039 FEDER, UE
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
reponame_str e_Buah Biblioteca Digital Universidad de Alcalá
collection e_Buah Biblioteca Digital Universidad de Alcalá
repository.name.fl_str_mv
repository.mail.fl_str_mv
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