RT Journal Article
T1 Overrepresentation of Students from a Migrant Background in Special Education: Promoting Inclusive and Equitable Education
A1 Cotán Fernández, Almudena
A1 Besa Gutiérrez, Manuel de
A1 Ruiz Bejarano, Aurora María
A1 Ossorio Núñez, Margarita
AB This study analyses the overrepresentation of students from a migrant background in specialeducation in the stage of primary education, in the region of El Campo de Gibraltar (Southern Spain).This phenomenon poses significant concerns in terms of educational equity and discrimination, as well asquestions about the possible underlying causes. It was decided to address this issue from a qualitativemethodology through semi-structured interviews with 16 educators of educational centres that havea significant number of students from a migrant background. The results show the need of educatorsfor specific training in attention to diversity. Likewise, many migrant families come to Spain due tothe lack of adequate attention that their children receive in their home countries. Lastly, language andcultural barriers were identified, which allow for biased assessments and subjective decisions that resultin the referral of students from a migrant background to special education from a multidimensionalperspective. Therefore, it is fundamental to provide training to professionals, overcome the language andcultural barriers and ensure that the necessary resources are available, thus guaranteeing an inclusive andequitable education for all students, regardless of their origin.
PB MDPI
SN 2227-7102 (electrónico)
YR 2023
FD 2023-12
LK https://hdl.handle.net/10272/23949
UL https://hdl.handle.net/10272/23949
LA eng
NO Cotán, A., de-Besa, M., Ruiz-Bejarano, A. M., & Ossorio-Núñez, M. (2023). Overrepresentation of Students from a Migrant Background in Special Education: Promoting Inclusive and Equitable Education. In Education Sciences (Vol. 13, Issue 12, p. 1233). MDPI AG. https://doi.org/10.3390/educsci13121233
NO This research was funded by the Research Plan of the University of Cádiz, grant number PR2022-056.
DS Repositorio Institucional de la Universidad de Huelva
RD 1 jun 2026