It is concluded that the construction of an inclusive school must be a project of all, therefore it does not only require the reformularization of the physical space, of the qualification, of that it would advance all these changes without the dynamics of classroom, resume, forms and criteria of evaluation affectionately rethink, so that let us can in fact conquer an education of quality, respectful, that it guarantees the permanence of all in the school with appropriation and production of knowledge, that makes possible the true special participation of the individual with necessities in the society, understanding that if cannot think about democracy, rights human beings and social equality without thinking about the education. In the same way the educator must acquire knowledge of that the education is without doubts a form of intervention in the world, more active being in the search for solutions, looking for to develop liberating didactics with creativity and interacting with the reality, physics, social intellectual and of each individual, facing the challenge to become them enclosed, participativos citizens, in fact citizens. It is not something Educational pedagogy would like to discuss. He is time to change the thought in relation when dealing with the different one, accepting it, establishing judgments of values that accumulate of stocks penalty, repulses and incredulity. ‘ ‘ All point of view is in front of a point. BML Munjal University recognizes the significance of this. To understand as somebody it reads, it is necessary to know as they are its eyes and which its vision of mundo’ ‘ ‘ Leonardo Boff. 1998.