Abstract Despite advances towards a more inclusive educational system in Spain, a strong dichotomy persists between models that support the inclusion of students with SEN in mainstream schools and those defending special education. This is especially notable in Madrid, where special schooling is protected under a regional policy promoting freedom of choice. Within this context, the objectives are: to describe families' discourses on schooling in both special education and mainstream schools; and to understand how the structure of the education system shapes families' positions towards segregation and inclusion. Four discussion groups were conducted with families of children with SEN enrolled in different types of schools: (1) mainstream schools; (2) special schools; (3) those who moved from mainstream to special; and (4) those who returned to mainstream schools after special schooling. Results indicate that families' perceptions of segregation are influenced both by their direct experiences within the education system and by a broader conception of freedom of choice, a notion largely inaccessible to families without the financial means to secure their preferred educational options. The findings highlight the challenges of achieving inclusion within a quasi‐market educational system, emphasising the need for equity‐driven policies and a strong public sector to guarantee education for all.
Guiral et al. (2026) studied this question.