Attention to diversity during COVID-19: Legislative review of measures according to LOMCE

Abstract

Following the establishment of the state of alarm caused by COVID-19 and the consequent closure of schools nationwide, formal education has moved from a presential learning context to virtual learning environments in a matter of hours. We present a review of the Spanish educational regulations on attention to students’ diversity and the measures to be implemented in extraordinary learning contexts, such as the one we live worldwide. For its realization, we have conducted an analysis of the content embodied in the national organic legislation and in the guidelines of the Education and Vocational Training Ministry, focused on the measures for attention to diversity. The educational policy, and administrations in charge, are not prepared for a change in the methodology of attention to students that can reduce inequalities among students and provide an equitable access to learning, since the compensatory role of the school (as institution) cannot be supplied through the virtualization of teaching. In this regard, teachers and the autonomy of the centers represent an added value in equal opportunities, which is diminished in virtual educational environments due to the socioeconomic conditions of students, further increasing educational inequality.