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Special education. Centres and teachers. By ownership of centre. Counties and Aran

Special education. Centres and teachers. By ownership of centre. Counties and provinces School year 2014/2015
Centres Teachers
Specific state Private Total State Private Total
Alt Camp 0 0 0 0 0 0
Alt Empordà 1 0 1 26 0 26
Alt Penedès 0 1 1 0 11 11
Alt Urgell 0 0 0 0 0 0
Alta Ribagorça 0 0 0 0 0 0
Anoia 0 1 1 0 16 16
Bages 0 1 1 0 28 28
Baix Camp 2 1 2 18 10 28
Baix Ebre 1 1 2 8 12 20
Baix Empordà 1 0 1 18 0 18
Baix Llobregat 4 7 11 77 91 168
Baix Penedès 1 0 1 17 0 17
Barcelonès 12 28 41 231 389 620
Berguedà 0 1 1 0 7 7
Cerdanya 0 0 0 0 0 0
Conca de Barberà 0 1 1 0 7 7
Garraf 0 0 0 0 0 0
Garrigues 0 1 1 0 1 1
Garrotxa 0 1 1 0 10 10
Gironès 3 2 5 74 24 98
Maresme 2 1 3 59 12 71
Montsià 0 1 1 0 7 7
Noguera 0 1 1 0 5 5
Osona 0 1 1 0 21 21
Pallars Jussà 0 0 0 0 0 0
Pallars Sobirà 0 0 0 0 0 0
Pla d'Urgell 1 0 1 10 0 10
Pla de l'Estany 0 0 0 0 0 0
Priorat 0 0 0 0 0 0
Ribera d'Ebre 0 1 1 0 5 5
Ripollès 1 0 1 8 0 8
Segarra 0 0 0 0 0 0
Segrià 3 2 5 41 16 57
Selva 1 0 1 21 0 21
Solsonès 0 0 0 0 0 0
Tarragonès 1 3 4 20 38 58
Terra Alta 0 0 0 0 0 0
Urgell 0 1 1 0 7 7
Val d'Aran 0 0 0 0 0 0
Vallès Occidental 6 6 12 130 95 225
Vallès Oriental 2 0 2 56 0 56
Catalonia 42 63 105 814 812 1,626
Barcelona 26 47 73 553 670 1,223
Girona 7 3 10 147 34 181
Lleida 4 5 9 51 29 80
Tarragona 5 8 13 63 79 142
Source: Ministry of Education.
Note: Special education in specific centres.

Last update: February 24, 2016.

Methodological note

Definition of concepts

Special education
Education that involves curricular care and adaptations designed for disabled pupils to carry out their education process while integrated in ordinary centres or specific centres when this is recommendable due to the seriousness and circumstances of the disability.

Methodological aspects

In 1990 the Law for general ordering of the education system (LOGSE) was passed, which modifies the previous education system (LGE) of 1970. In the 1991/92 academic year the teaching approved by the new law was gradually introduced and the 2000/01 academic year was the first in which none of the teaching relating to the previous education system was still in existence.

However, the two education models coexisted over the long period of experimentation and implantation of the new education law.

The data on special education presented here corresponds to specific special education centres and specific special education groups located in ordinary centres. Integrated pupils are excluded.

Data are provisional.