Inclusion

The study describes the reality experienced and the changes and concerns taking place in the educational sphere. It reveals the ambiguity of the system in the face of inclusion and also of special classes, leading the author to reflect on what is experienced and what it means to conceive of education from the point of view of inclusion. She also analyses the importance of Vygotsky in the inclusive process, attributing value to the socio-historical dimension of psychological functioning and to interaction in the construction of the human being, since for him the learning process is equally centred on his conception of man and the importance of teacher training in the process of inclusion. We realise that exclusion is present in the school, which supposedly includes. Actions and positions need to be reviewed by the school, so that all those who make it up are encouraged by the desire to really build an inclusive school.