The index for inclusion (Booth y Ainscow, 2000) is a resource to support the inclusive development of schools. The materials in the index are designed to build on the wealth of knowledge and experience that people already have in their schools and to challenge any school to move forward, regardless of how inclusive it is. From the start, the language in the index is deeply inclusionary replacing the term 'special educational needs' with 'barriers to learning and participation'. It invites a school to reduce those barriers by working through a cycle of activities to gather information about the school's cultures, policies and practices and to set new priorities for development after undergoing a deep scrutiny of everything that makes up the life of the school.This paper discusses some of the results obtained with the index of inclusion in a secondary school in Madrid during the academic year 2004. This school wanted to a self-evaluation model in order to achieve their objectives. The methodology for achieving the school change started by establishinga coordinator group which organized different work groups. Secondly, an analysis of the school was done in which all the educational community was involved (teachers, students, families and assessors).This analysis led to the elaboration of an improvement plan in which priorities were inserted within the course's planification.The results analyze teachers's views of "special education needs" term, values and their beliefs about teaching specialization, inclusive values (collaboration, community, equality worth, forgiveness..), conception of diversity and conditions for teaching and learning or outcomes.Lastly, the index shows itself like a promising instrument in order to promote school change and improvement in order to offer better opportunities for all pupils.