Evolution of school segregation of students with special educational needs: evidences from a local context

Abstract

Despite the proven effects of school segregation on educational equity, social cohesion and the shaping of fairer societies, we know little or nothing about the school segregation of students with special educational needs (SEN). This study aims to determine the evolution of SEN segregation in primary and secondary mainstream schools, as well as the changes in the contribution of schools to overall segregation. We use census data on pupils enrolled in mainstream schools in a large municipality in the south of the Community of Madrid. The period analysed goes from 2001/02 to 2020/21. To estimate school segregation, we use the Gorard segregation index and the Hutchens index. The results show that school segregation of pupils with SEN has decreased during these years. However, it has also recently stagnated. Thus, the number of pupils affected by this form of oppression is increasing. Moreover, the most segregated schools have been -and are- privately owned schools; the most segregated, public schools.