The purpose of this paper is to discuss further some recent outcomes of an international research, directed by Dr. Samuel Gento Palacios (in which we participate with European and Latin American colleagues), which title is Educational treatment of diversity in inclusive environments. We will present data referred to the perception of students, parents and teachers about educational treatment of diversity in México, obtained from a 3,000 subjets sample. Although, we reflect about the possibilities and advantages of inclusion in educational environments and about the conditions that make it possible.

Research questions are: 1) to find out attitudes toward inclusion, 2) to determine advantages of inclusion to educational treatment of diversity, specificalley in formal institutions, 3) to show the obstacles that hamper inclusion, 4) to determine the requirements of access to inclusive environments, 5) to establish quality indicators for educational treatment of diversity in inclusive contexts,  6) to articulate a proposal of inclusive educational treatment  for diversity

The conceptual framework of the research is based on Quality Assurance of education.

Frederickson, N. y Cline, T. (2000). Special Education Needs Inclusion and Diversity. Buckingham: Open University. Fullan, M. (1997). Change Forces: Probing the Depths of Educational Reform. New York: Falmer Press. Gento, S. (2008). Investigación sobre Tratamiento Educativo de la Diversidad en Entornos Inclusivos. Madrid, España. Gento, S. (2007). Requisitos para una inclusión de calidad en el tratamiento educativo de la diversidad. Bordón, Revista de pedagogía, 59 (4) 581-595. Gento, S. (2006). Propuesta para una acción educativa de calidad en el tratamiento de la diversidad. Revista Complutense de Educación. 17 (2) 13-34. Peterson, J.M. y Hittie, M.M. (2003). Inclusive Teaching. Boston: Pearson Education.