A growing and universal challenge is to provide inclusive and quality education. Besides being a fundamental human right, it is the basis for achieving social cohesion (UNESCO, 2000). In recent years, there has been given a boost on inclusive education in many educational systems (Mitchell, 2005). There has been a conception change, from the review of special education based in the classification of students taking into account their alleged defects, (Department for education and skills, 2001; Disability Rights Commission, 2007; Commission for Racial Equality, 2002), until the convergence of scientific debate about the concept of inclusive education or education for all (Ainscow, Farrell & Tweddle, 2000; Dyson 2001; Dyson & Millward, 2000; Stainback&Stainback, 1992). From the Salamanca Conference (UNESCO, 1994), produce a terminology which in turn was passed to deal with integration to inclusion, from conceptualizing the term most successful educational approaches, leading away from the theories of deficit and focused on effectiveness of inclusive schools for everyone (Vislie, 2003; Farrell, 2000; Sebba & Ainscow, 1996).

Starting from a scientific perspective, there are initiatives designed to assess the paradigm of inclusive education based on global approaches. At European level, the most renowned is the initiative known as "Index for Inclusion" (Booth & Ainscow, 2011), tool established not only for evaluating inclusive approaches used in school, but also to support the development and performance of the approach in practice.

Index for Inclusion has been internationally used in many schools, improving their inclusive practices and reflecting them in the development of educational European policies and documents (Department for Education and Skills, 2001; Department for Educational and Employment, 1999; Office for standards in Education, 2000)

Index for Inclusion has based its development on a conceptual international framework where inclusive education is considered as a process in which four theoretical areas interact: policies, concepts, structures, and systems and practices (Ainscow, Booth & Dyson, 2006). The interaction between these areas will determine the effectiveness of educational inclusion. In turn, these dimensions are operational zed in 3 relevant school-level variables: presence, learning and participation. With presence we refer to places in which students are enrolled. The learning variable covers school measures adopted to provide quality experiences for all students in order to maximize students’ performance.

Finally, participation refers to the duty of recognize and appreciate student specific identity and to the concern about their well-being -self-esteem, companionship and no-exclusion (Ainscow, Booth & Dyson, 2006)

Index for Inclusion is structured in three sections: DIMENSION A: Creating inclusive cultures: building inclusive community & Establishing values; DIMENSION B: Producing inclusive policies: developing the setting for all & Organising support for diversity; DIMENSION C: Evolving inclusive practices: Orchestrating play and learning & Mobilising resources.  In turn, these indicators are specified in sections. For instance, “Barriers and constraints to learning and participation”, section which does not focus on the students problems, but on the flexibility offered by educational resources, relationships, cultures, the school curriculum, approaches of teaching and learning and school organization and policy).

Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. London: Routledge. Ainscow, M., Farrel, P. & Tweddle, D. (2000). Developing policies for inclusive Education: a study of the role of local Education authorities. International Journal of Inclusive Education, 4(3), 211-229. Booth, T. & Ainscow, M. (2011). Index for Inclusion: developing learning and participation in schools (3rd ed). United Kingdom: CESIE Commission for Racial Equality. (2002). Migrants, Minorities and Employment in the United Kingdom Exclusion, Discrimination and Anti-Discrimination. London: CRE. Retrived from http://fra.europa.eu/sites/default/files/fra_uploads/240-UK.pdf Department for Educational and Employment. (1999). The National Curriculum. London: Qualification and Curriculum Authority. Retrieved from http://www.educationengland.org.uk/documents/pdfs/1999-nc-primary-handbook.pdf Department for Education and Skills. (2001). Schools Achieving success. London: DFES. Retrieved from http://dera.ioe.ac.uk/19057/1/Schools%20-%20achieving%20success%20%28white%20paper%29.pdf Disability Right Commission. (2007). Disability Briefing Retrived from http://disability-studies.leeds.ac.uk/files/library/DRC-DRC-Disability-Briefing-May-2007.pdf Dyson, A. (2001). Dilemas, contradicciones y variedades de la inclusión [Dilemmas, contradictions and varieties of inclusión]. En M. A. Verdugo y B. Jordán de Urríes (Eds.), Apoyos, autodeterminación y calidad de vida (pp. 145-160). Salamanca: Amarú. Dyson, A & Millward, A. (2000). School and special needs: Issues of Innovation and Inclusion. London: Paul Chapman Farrel, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4(2), 153-162. Mitchell, D. (2005). Contextualizing Inclusive Education: Evaluating Old and New International Paradigms. London: Routledge. Office for Standards in Education (2000). Evaluating educational inclusion. London: Inspection Quality Division. Retrieved from http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/EvaluatingEducationalInclusion.pdf Stainback, S. & Stainback, W. (1992). Curriculum Considerations in Inclusive Classrooms: Facilitating Learnings for All Students. Baltimore MD: Brookes Publishing Co. Sebba, J. & Ainscow, M. (1996). International developments in inclusive education: zapping the issues. Cambridge Journal of Education, 26(1),5-18. UNESCO. (2000). Dakar Framework for Action. Education for All: Meeting our collective Commitments. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0012/001211/121147e.pdf Vaughan, M. (2002). An Index for Inclusion. European Journal of Special Needs Education, 17(2), 197-201. Vislie, L. (2003) From integration to inclusion: focusing global trends and changes in the western European societies. European Journal of Special Needs Education, 18(1), 17-35