Our project PAC-2  “Case studies about developing and consultancy process of an educative support program for supporting  inclusive  educational practices " has principal aims of how to analyze, the degree of inclusion of students, that found more barriers to learning and participation, despite special schools exist for them, are enrolled and attending a mainstream school.

The project had two purposes: First, check whether some changes arising from an educational support program  supporting a cooperative structuring of classroom activity that propose the Programme “ Learning  to  Cooperate, Cooperating to Learn" increases the degree of inclusion of the class groups participating in the project. And, moreover, to observe  the conditions in the process of training / consulting  for introduction of this inclusive program (Pujolàs, 2008; Pujolàs y Lago, 2011).

Focusing attention on the first purpose; the general scientific objectives are :

• Analyze the improvements that have been observed in the degree of inclusion of students that found more barriers in public classrooms, after the introduction of innovative practices related to CA / AC program .

This general objective , in turn translates into more specific objectives :

1. Analyze changes in the perceptions and beliefs of teachers

2.  Review progress ( performance ) of all students , including students who encounter more   barriers .

3 . Analyzing student interactions with the rest of the class are included where the group encounters more barriers .

4. Analyze the situation in the class group of students who encounter more barriers in relation to the presence, participation and progress of these students in their class group.

In this paper we will refer only to the specífic objectives 1 and 4, since for both, we used as a single instrument of data collection in a semi-structured interview.

The theoretical framework of our research is, firstly  the Roger Slee conception that inclusive education is not a " new special education ' , but a way to combat exclusion and failure and a clear denunciation of " collective indifference" that occurs in some schools to students with more barriers . To properly speak of inclusion the presence of these students in the regular classroom, as well as the participation of these students in common activities,in  both conditions must promote progress ( performance ) of all, (Ainscow, 2006; Echeita and Ainscow, 2010).

Fullan (2001) argues that the underlying pedagogical theories or concepts are important to incorporate an innovative educational practices factor . And others such as Ainscow , Booth and Dyson (2006 ) consider adopting an inclusive model to find new solutions and possibilities when it comes to address this diversity. Therefore, both Echeita (2006 ) and UNESCO (2009 ) suggest a major change when they claim that we view education through an inclusive prism when moving from seeing the child as the problem, to considering that the problem is the education system, which should transform itself in order to respond to all students. Thus, we believe in inclusion , according to Ainscow , Booth and Dyson ( 2006 ) as a systematic change process for removing the barriers of different types that limit the presence, participation and achievement of all pupils in schools whereever they are in school .

In our study we are interested to learn about one (particular) part of the conditioning process of inclusion; the beliefs or perspectives about the educational response of students.  Our research analyzes the concepts that the same teachers have about inclusion: their conceptions of individual differences in learning , beliefs about school organization and attitudes and social values, following the propousal of López, Echeita, Martin (2009).

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