This research project aims to study the role of special education centers within the context of an educational system that, in recent years, has set the ultimate goal of reinforcing its equity and capacity for inclusivity. The role that the educational system gives to special education centers provides the necessary knowledge to anticipate resistance and adherence to the principle of schooling all students, including those who, according to the law, require highly specialized attention and are in a situation of disability, under the principles of normalization and inclusion, established in article 74 of Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (LOMLOE).

Based on these circumstances, this research project will try to offer realistic and viable proposals for action and innovations that help guide educational policy in compliance with the fourth additional provision of the LOMLOE (2020). According to this provision, the Government, in collaboration with the educational Administrations, and within a period of ten years, must develop an action plan that allows ordinary centers to have the necessary resources to serve students with disabilities in the best conditions. All of this is in line with article 24.2.e of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006) and in compliance with the fourth Sustainable Development Goal of the 2030 Agenda (UN, 2015). Indeed, offering a quality and inclusive educational response to all students has become one of the most important goals of the international social and educational community. This is confirmed in the Horizon Europe Framework Program for Research and Innovation (R&I) of the European Union (EU), 2021-2027 and in the Spanish Science, Technology and Innovation Strategy 2021-2027 (EECTI 2021-2027), where the creation of inclusive societies is established as a priority and one of our greatest global challenges. Therefore, this project aims to promote research in one of the main strategic lines of the State Plan for Scientific, Technology and Innovation Research 2021-2023 (PEICTI), motivated by the scientific-technical interest of expanding knowledge regarding the construction of school learning environments capable of responding to all the ways of learning and living present in our society. This priority is reflected similarly in the fourth Sustainable Development Goal (SDG) of the 2030 Agenda (UN, 2015), which urges governments to “ensure inclusive, equitable, and quality education and promote lifelong learning opportunities for all.” From a multi-disciplinary perspective, this research project aims to address the challenge of constructing a fair, equitable, and inclusive educational system, which currently represents one of society’s main challenges reflected in the LOMLOE (2020), itself pointing out that the Spanish educational system must direct its efforts towards ensuring the right of all students to an inclusive education.

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