The accumulated experience with immigrant children in Spain, and especially in Catalonia, imply that we have no option but to think about those principles which regulate the different models addressed to meet diversity and educational equality in schools. The present article summarizes the main results obtained in the first part of my doctoral studies, where the different educational models were carried out in Pre-primary and Primary Education. Thus, the major sociological issue which governed the first part of my PhD Research was that of analysing how educational programmes carried out in elementary schools are meeting and understanding foreign students' educational diversity. In this sense, I will deal with the following four questions throughout this article: What is the origin of such diversity and which are its most relevant pedagogical dimensions? Which diversity elements are identified by educational agents as educational risks for immigrant students? Which educational differences legitimate social inequality as regards foreign students? What are we suppose to equal concerning foreign students' educational experiences?.

Educational equality Educational diversity Educational programmes Educational policies Foreign students

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