Inclusive education, a key objective of global and European educational policy, is com- paratively analyzed in this article, which examines policies and measures for addressing intellectual diversity in Spain and Italy. Using a qualitative approach, key dimensions are addressed, such as the legal framework, student categorization, the philosophical model, schooling modalities, resources, curricular measures, evaluation processes, fam- ily participation, and institutional autonomy. The results indicate that both countries have evolved from segregated to inclusive models, albeit with a fundamental qualitative difference. Italy has established itself as a model of full and structurally more advanced inclusion, notable for its early intersectoral coordination and biopsychosocial model. In contrast, Spain is defined as a model in transition and under stress, which, despite regu- latory advances, continues to exhibit significant inconsistencies, including the dilemma of the dual system (mainstream/special) and psycho-pedagogical assessment connected to schooling decisions. This situation is aggravated by insufficient resources and fund- ing, which limit the elimination of barriers and reasonable adjustments. This contrast enriches the understanding of inclusion as a social and ethical project that demands sus- tained commitment, systemic coordination, and educational justice.
Políticas educativas y medidas de atención a la diversidad intelectual: un estudio comparativo en España e Italia
David martinez-maireles;
2026-01-01
Abstract
Inclusive education, a key objective of global and European educational policy, is com- paratively analyzed in this article, which examines policies and measures for addressing intellectual diversity in Spain and Italy. Using a qualitative approach, key dimensions are addressed, such as the legal framework, student categorization, the philosophical model, schooling modalities, resources, curricular measures, evaluation processes, fam- ily participation, and institutional autonomy. The results indicate that both countries have evolved from segregated to inclusive models, albeit with a fundamental qualitative difference. Italy has established itself as a model of full and structurally more advanced inclusion, notable for its early intersectoral coordination and biopsychosocial model. In contrast, Spain is defined as a model in transition and under stress, which, despite regu- latory advances, continues to exhibit significant inconsistencies, including the dilemma of the dual system (mainstream/special) and psycho-pedagogical assessment connected to schooling decisions. This situation is aggravated by insufficient resources and fund- ing, which limit the elimination of barriers and reasonable adjustments. This contrast enriches the understanding of inclusion as a social and ethical project that demands sus- tained commitment, systemic coordination, and educational justice.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
