Abstract: The presence of culturally diverse students in the classrooms of educational centers suggests that the autonomous communities with educational powers in Spain address the issue in a rather complex way. The case that concerns us in this text centers on the legislative and organizational analysis of four autonomous communities in Spain: Cantabria, Asturias, Andalusia, and Valencia. Each of the territories analyzed has distinct characteristics in terms of the approaches taken in relation to this type of student body, derived not only from the number of such students present in the classrooms, but also from other criteria of an ideological nature and educational or pedagogical positioning given this reality. We move from a macro analysis to a more concrete one that tries to define what, who and how the autonomous communities and the educational centers coordinate this process. This leads us to the consideration of at least three elements that are related to this decision-making process: the legislation that results from this reality, the specific organization of the educational centers, and the structures that have been created ad-hoc to respond to diversity. The process must be understood from a broad view of the situation that goes beyond that which is exclusively school-based. We must not forget that this is a matter of human rights, of democratically agreed-upon values, and of establishing appropriate conditions so that rights and values can be made possible within educational contexts. Without forgetting this macro perspective, the analysis includes the way in which communities present the cultural project and how this is manifested in the official curriculum in the form of practices that are determined by the construction of an image of childhood.

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