Serrano Fernández, LauraSerrano Fernández, LauraVela Llauradó, EstherMartín Martínez, LauraMartín Martínez, Laura2026-01-132026-01-132025-01-02Serrano Fernández, L, Vela Llauradó, E & Martín Martínez, L 2025, 'El impacto de la LOMLOE en los procesos de atención educativa a la diversidad : Perspectivas del profesorado', European Public and Social Innovation Review, vol. 10. https://doi.org/10.31637/epsir-2025-6712529-9824https://hdl.handle.net/10641/7181Publisher Copyright: © 2025, HISIN (History of Information Systems). All rights reserved.Introduction: This research analyzes the impact of implementing the LOMLOE (2020) on processes of educational diversity in Spanish classrooms, exploring teachers' perceptions of the law and its effect on the inclusion of students with Special Educational Needs. Methodology: A qualitative phenomenological design was employed, using semi-structured interviews with teachers from educational institutions in the Community of Madrid. This methodological approach facilitated a profound understanding of participants' subjective experiences related to the studied phenomenon. Results: Participants expressed limited knowledge of the LOMLOE, citing insufficient specific training as a primary barrier to effective implementation of legislative norms. Most highlighted bureaucratic burden and inadequate resources as obstacles to inclusive attention to student diversity. Discussions: The findings underscore the need for continuous training and institutional support to ensure proper implementation of the LOMLOE. Conclusions: Overcoming perceived barriers among teachers is crucial to enhancing educational diversity attention and ensuring effective inclusion under the framework of the LOMLOE.397296spahttp://creativecommons.org/licenses/by-nc-nd/4.0/LOMLOEattention to diversityinclusionleadership in education managementspecial educational needsspecific educational support needsteacher trainingteaching staffDesarrolloSociología y ciencias políticasEconomía, econometría y finanzas (miscelánea)SiSijournal articleopen access10.31637/epsir-2025-671https://www.scopus.com/pages/publications/85211215961https://www.scopus.com/pages/publications/85211215961#tab=citedBy