Some authors particularly defenders of inclusive educational treatment of diversity are Arnaiz, P. (2005); Gento, S. (2002); and Sandoval, M. (2002). And, apart from such authors, the Educational Administration of our country has issued some legal regulations whose orientation is mainly directed towards integration or inclusion of pupils and students with special needs or who show particularly differentiated diversity. Some fundamental regulations are the following ones: • Ley Orgánica 10/2002 of December 23th (BOE of December 24): of Quality of Education. • Ley Orgánica 5/2003 of December 2nd (BOE of December 3d): of Equality of Opportunities, no Discrimination and Universal Accessibility. • Ley Orgánica 2/2006 OF May 3d (BOE of May 4th): Organic Law of Education. • Ley 39/2006 of December 14th (BOE December 15th): of Promotion of Personal Autonomy and Assistance to People in Dependence Situation. The situation in our educational institutions appears to be somehow ambivalence. Attitude of most parents and teachers appears favourable of total integration or inclusion, as we will show with this research data (although in many cases there is not clear distinction between both of them). But, although the system is progressively eliminating barriers, facilitating physical accessibility, providing schools with more material resources and inserting more specialists within ordinary schools, most of the teachers having pupils or students with specific intense diversity prefer, for practical reasons, working with “partial integration” (part of the time in ordinary classes with their regular mates and part in other spaces where they receive particular treatment by specialists of specific diversities).