This paper intends to present an action research process of a collaborative nature (Borda, 2001; Kemmis & McTaggart, 2000; Park, 2001), carried out with a five year old child presenting special educational needs (SEN), that has been followed by an intervention team from Childhood Association (Oliveira-Formosinho & Formosinho, 2000), in the past two years. It describes briefly the historical path of this child until her entrance in a pre-school room supported by Childhood Association, as well as the nature of the physical sequels originated by a fire that victimised her when she was eight months old, namely the loss of a substantial part of her superior members and the facial and body disfiguration. The paper also includes a detailed description of the intervention that has been carried out at the level of the child's inclusion in the pre-school room, with a special focus on the structuring of an intervention team, the social integration of the child and the intervention in the area of language. It underlines the difficulties and obstacles inherent to this process of inclusion, as well as Childhood Association vision concerning such central issues to that process, such as multicultural education (Banks, 1993, 1995), inclusion of children presenting SEN in the mainstream (Correia, 1997; Wolfendale, 2000) and the collaboration processes that underline this intervention (Hargreaves, 1995).