Educational Models in Response to Diversity

Abstract

Introduction: This paper explores the historical evolution of support for diversity in the Spanish education system, from traditional approaches to more inclusive models. It highlights how educational regulations have evolved to address the needs of students with different abilities and characteristics. A key aspect is the emergence of various schooling modalities, such as integration into regular classrooms with specific supports, the creation of specialized classrooms within regular schools, and schooling in specialized special education centers. Objective: To describe the schooling modalities in the context of addressing diversity and the different types of schooling for students with ASD comorbid with ADHD. Method: This qualitative study with a descriptive approach was conducted based on a literature review, through which the regulatory changes affecting the support for diversity—and more specifically, the different schooling modalities—were analyzed. Conclusion: In general terms, the regulatory framework of the Spanish education system has, over the years, addressed the needs of diverse students, albeit from different perspectives and through various interpretations, developing the measures deemed most appropriate in each case.