{"id":16197,"date":"2025-09-30T10:07:10","date_gmt":"2025-09-30T09:07:10","guid":{"rendered":"https:\/\/dide.org\/one-in-three-students-in-catalonia-needs-specific-support-how-schools-can-respond-and-what-dide-contributes\/"},"modified":"2026-01-05T15:43:48","modified_gmt":"2026-01-05T14:43:48","slug":"one-in-three-students-in-catalonia-needs-specific-support-how-schools-can-respond-and-what-dide-contributes","status":"publish","type":"post","link":"https:\/\/www.dide.org\/en\/one-in-three-students-in-catalonia-needs-specific-support-how-schools-can-respond-and-what-dide-contributes\/","title":{"rendered":"One in three students in Catalonia needs specific support: how schools can respond and what DIDE contributes"},"content":{"rendered":"\n<p>According to the news published in <strong>RAC1<\/strong> (section <em>Societat<\/em>), published on <strong>09\/21\/2025<\/strong> and based on data from the <strong>Departament d\u2019Educaci\u00f3 de la Generalitat de Catalunya<\/strong>, in just three years (2022\u20132025) the proportion of students with <strong>specific educational support needs (<strong>NEAE<\/strong>)<\/strong> in Catalonia has increased from <strong>18.6% to 36.6%<\/strong>: it is already <strong>one in three students<\/strong>. Behind the increase, cases due to <strong>unfavorable socioeconomic situations<\/strong> and the advance of <strong>autism spectrum disorders (ASD)<\/strong> stand out. In total, <strong>228,461<\/strong> students require support and most of the increase falls on public schools.  <\/p>\n\n<p><strong>The proportion doubles in 3 years:<\/strong> from <strong>18.6%<\/strong> to <strong>36.6%<\/strong> (2022\u20132025; <strong>228,461<\/strong> students in Primary and Secondary).<\/p>\n\n<p><strong>Needs profile:<\/strong> <strong>62.3%<\/strong> linked to socioeconomic\/cultural factors; <strong>ASD<\/strong> accounts for <strong>4.4%<\/strong> of cases and grows by <strong>94.5%<\/strong> in five years.<\/p>\n\n<p><strong>Impact on the system:<\/strong> the complexity of the classroom and the demand for specialized resources grow; the increase is concentrated in the public network.<\/p>\n\n<p>Although total enrollment <strong>decreases by around 1.6%<\/strong>, the weight of <strong><strong>NEAE<\/strong><\/strong> <strong>skyrockets<\/strong>, which confirms <strong>more complexity with fewer students<\/strong>. By type, <strong>62.3%<\/strong> of cases are related to <strong>socioeconomic or cultural factors<\/strong>; <strong>13%<\/strong> with <strong>newly arrived students<\/strong>; <strong>12.5%<\/strong> with <strong>learning difficulties<\/strong> (e.g., ADHD or dyslexia); and <strong>4.4%<\/strong> with <strong>ASD<\/strong>, which <strong>almost doubles<\/strong> in five years. <\/p>\n\n<p>The <strong>territorial inequality<\/strong> is notable: there are regions where <strong>almost one in two students<\/strong> needs support\u2014such as <strong>Baix Empord\u00e0 (48%)<\/strong>, <strong>Segri\u00e0 (47.7%)<\/strong> or <strong>Selva (46.8%)<\/strong>\u2014, well above the regional average.<\/p>\n\n<p>In <strong>personnel and programs<\/strong>, <strong>non-teaching<\/strong> profiles have been reinforced (vetlladors\/as, TIS\u2026), but there are <strong>37 fewer specialist teachers<\/strong> than in 2022. In addition, the Government approved a temporary program with <strong>60 social educators<\/strong> and <strong>240 integration technicians<\/strong>; even so, there are <strong>100 fewer professionals<\/strong> than the previous year. <\/p>\n\n<p>Why is the figure rising? In addition to a <strong>real increase in needs<\/strong>, there is <strong>better identification<\/strong> and effects of the <strong>balanced admission<\/strong> policies promoted by <strong>Decret 11\/2021<\/strong> (reservation of places and local planning), which <strong>increase detection<\/strong> and reduce segregation. The <strong>socioeconomic context<\/strong> also weighs: the <strong>risk of poverty or exclusion (AROPE)<\/strong> is around <strong>24%<\/strong> in Catalonia, which helps explain the predominance of needs due to social factors.  <\/p>\n\n<figure class=\"wp-block-image size-large\"><img fetchpriority=\"high\" decoding=\"async\" width=\"1024\" height=\"683\" src=\"https:\/\/dide.org\/wp-content\/uploads\/2025\/09\/pexels-katerina-holmes-5905569-1024x683.jpg\" alt=\"\" class=\"wp-image-15649\" srcset=\"https:\/\/www.dide.org\/wp-content\/uploads\/2025\/09\/pexels-katerina-holmes-5905569-1024x683.jpg 1024w, https:\/\/www.dide.org\/wp-content\/uploads\/2025\/09\/pexels-katerina-holmes-5905569-300x200.jpg 300w, https:\/\/www.dide.org\/wp-content\/uploads\/2025\/09\/pexels-katerina-holmes-5905569-768x512.jpg 768w, https:\/\/www.dide.org\/wp-content\/uploads\/2025\/09\/pexels-katerina-holmes-5905569-1536x1024.jpg 1536w, https:\/\/www.dide.org\/wp-content\/uploads\/2025\/09\/pexels-katerina-holmes-5905569-2048x1365.jpg 2048w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n<h2 class=\"wp-block-heading\">What would change if your center implemented DIDE<\/h2>\n\n<p><strong>DIDE<\/strong> is a 100% online platform that <strong>systematically gets to know<\/strong> each student through questionnaires to families and, if desired, to teachers, <strong>without direct intervention from the minor<\/strong>. It covers <strong>42 indicators<\/strong> in development, learning, emotion and behavior, with adaptation by age <strong>from 2 to 16 years<\/strong>. The objective: <strong>detect earlier to act better<\/strong>.  <\/p>\n\n<h3 class=\"wp-block-heading\">Practical benefits for the center<\/h3>\n\n<ul class=\"wp-block-list\">\n<li><strong>Early detection and prevention.<\/strong> Allows you to <strong>get ahead<\/strong> of late detections and prevent minor problems from worsening.<\/li>\n\n\n\n<li><strong>Universal screening at key moments.<\/strong> Useful for <strong>mass screening<\/strong> (e.g., at <strong>5, 12 and 16 years old<\/strong>) and <strong>selective use<\/strong> when tutoring detects signals or in <strong>new registrations<\/strong>. <\/li>\n\n\n\n<li><strong>Prioritization with data.<\/strong> The <strong>Diversity Maps<\/strong> and <strong>aggregated statistics<\/strong> help to <strong>sort cases<\/strong>, <strong>prioritize resources<\/strong> and <strong>make decisions<\/strong> for the management and guidance team.<\/li>\n\n\n\n<li><strong>Immediate and actionable reports.<\/strong> Generates clear reports (general result, detail, comments, guidelines for the classroom and personalized resources), with <strong>multiple and elaborate proposals<\/strong> for school and family.<\/li>\n\n\n\n<li><strong>Time saving for guidance.<\/strong> Reduces the burden of information collection and frees up time for <strong>intervention<\/strong> and <strong>monitoring<\/strong>.<\/li>\n\n\n\n<li><strong>Improvement of the family\u2013school relationship.<\/strong> Offers a <strong>common language<\/strong> and recommendations to <strong>coordinate actions<\/strong>.<\/li>\n\n\n\n<li><strong>Regulatory compliance.<\/strong> Provides <strong>evidence<\/strong> aligned with LOMLOE\/LOPIVI and regional regulations for inclusion and child protection, facilitating inspections and justification of measures.<\/li>\n<\/ul>\n\n<h2 class=\"wp-block-heading\">Comprehensive coverage of needs<\/h2>\n\n<p>DIDE contemplates indicators that range from <strong>language, attention, memory, verbal and numerical reasoning<\/strong> to <strong>school adaptation<\/strong>, <strong>bullying\/cyberbullying<\/strong>, <strong>anxiety<\/strong>, <strong>self-esteem<\/strong>, <strong>problematic use of technology<\/strong>, <strong>high abilities<\/strong> and <strong>neurodiverse perception\/socialization<\/strong>, among others (<strong>42 in total<\/strong>). The look is <strong>holistic<\/strong>, adjusted by age to <strong>not pathologize<\/strong> and focus the intervention on <strong>observable signs<\/strong>. <\/p>\n\n<h2 class=\"wp-block-heading\">Safety, privacy and ethical approach<\/h2>\n\n<p>The platform allows you to <strong>pseudonymize<\/strong> the student (use of codes instead of names), limits access by <strong>profiles<\/strong> and generates <strong>non-diagnostic reports<\/strong>. The data resides on <strong>Occentus servers in Valencia (Spain)<\/strong>, with <strong>high-level security guarantees and certifications<\/strong>, monitoring and access control. Dide.org Educational Technology, S.L. documents <strong>technical and organizational measures<\/strong> (encryption, audits, access log) and uses <strong>anonymized and aggregated<\/strong> information for statistical and improvement purposes. <a href=\"http:\/\/Dide.org\" data-type=\"link\" data-id=\"Dide.org\">Dide.org,<\/a> has the <strong>certificate of the National Security Scheme (ENS) at the Medium level<\/strong>, which <strong>allows Public Administrations to work with us<\/strong> with full guarantees.  <\/p>\n\n<h2 class=\"wp-block-heading\">What would you gain this year if you activate it now in your center<\/h2>\n\n<ul class=\"wp-block-list\">\n<li><strong>Real visibility of the diversity<\/strong> of each classroom in weeks, not in quarters.<\/li>\n\n\n\n<li><strong>Early interventions<\/strong> coordinated with guidance and families.<\/li>\n\n\n\n<li><strong>Better planning of reinforcements<\/strong> and <strong>efficient use of resources<\/strong>.<\/li>\n\n\n\n<li><strong>Evidence<\/strong> for inspection and center projects (inclusion, well-being, school success).<\/li>\n<\/ul>\n\n<h2 class=\"wp-block-heading\"><\/h2>\n\n<p><\/p>\n\n<p>The data from Catalonia confirms a <strong>growing complexity<\/strong> in the classrooms that <strong>cannot wait<\/strong>. Implementing a <strong>structured and respectful screening<\/strong> such as DIDE\u2014with <strong>42 indicators<\/strong> adapted by age, <strong>actionable reports<\/strong> and <strong>Diversity Maps<\/strong>\u2014allows you to <strong>go from intuition to evidence<\/strong> and <strong>prioritize<\/strong> support where it will have the most impact. <\/p>\n\n<p><strong>Contact for centers:<\/strong> <a>info@dide.org<\/a> \u00b7 <a href=\"http:\/\/www.dide.org\">www.dide.org<\/a><br\/><strong>About DIDE:<\/strong> Dide.org Educational Technology, S.L.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>According to the news published in RAC1 (section Societat), published on 09\/21\/2025 and based on data from the Departament d\u2019Educaci\u00f3 de la Generalitat de Catalunya, in just three years (2022\u20132025) the proportion of students with specific educational support needs (NEAE) in Catalonia has increased from 18.6% to 36.6%: it is already one in three students. [&hellip;]<\/p>\n","protected":false},"author":8,"featured_media":15647,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[719,713,720,810,711,712],"tags":[781,736,725,801,716,731,811,733,775,722],"class_list":["post-16197","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-authorities","category-education-cabinets","category-education-educational-centers","category-education-universities","category-family-education","category-teacher-education","tag-adhd","tag-attention-to-diversity","tag-autism","tag-diversity","tag-dyslexia","tag-education","tag-educational-needs","tag-educational-platform","tag-learning-difficulties-3","tag-school-failure"],"_links":{"self":[{"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/posts\/16197","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/comments?post=16197"}],"version-history":[{"count":1,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/posts\/16197\/revisions"}],"predecessor-version":[{"id":16201,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/posts\/16197\/revisions\/16201"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/media\/15647"}],"wp:attachment":[{"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/media?parent=16197"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/categories?post=16197"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/tags?post=16197"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}