Integración o inclusión: El dilema educativo en la atención a la diversidad

The Spanish educational system defends an inclusive approach in attending to the diversity of students in compulsory educational institutions. A qualitativequantitative research was carried out to check the gradual substitution of the integrative practices by the inclusive ones in educational centres. Two methodological phases were completed: in a first step qualitative data were collected and analysed (focus group), and in a second step a quantitative analysis was made (questionnaire feedback). The first analysis (qualitative) shows a predominance of aspects that hinder the attention to diversity (64%), compared to those which promote it (36%). The data obtained from the quantitative analysis reflects more integrative tendencies (74%), than inclusiveones (26%). Also, the inferential analysis indicates that the more educational experience, the less importance is given to the attention to diversity, and viceversa.