The Gypsy community in schools with special needs: an unfinished business

Abstract

This article analyses a special needs school in Spain with significant enrollment from the Gypsy community. The study examines the relationship between conceptions of cultural diversity and their impact on inclusive educational practices. Findings reveal that while these schools implement measures to address the educational needs of this community, full inclusion remains an ongoing challenge. Although there is sufficient investment in specialized staff and technological resources, social segregation persists. Over the past fifteen years, the school’s focus has been on differential attention. Despite the commendable efforts of the teaching and management teams, they face high stress levels and require more continuous training and guidance on intercultural practices and successful educational actions. Noteworthy initiatives, such as addressing school absenteeism and incorporating digital leisure activities into school programs, demonstrate the potential of digital technologies in improving engagement and inclusivity.