The inclusion of students with special needs is a subject that has taken great relevance in the last decade on developed countries, which is beginning to get interest from Latin American countries. Inclusive education is defined by Arnaiz Sanchez P. (2005) as “a process by which responds to the different educational needs through changes in the school environment”. Factors like gender, ethnicity, class, capability differences, culture and symbolic references, besides others, are nowadays uniqueness elements that have a strong impact in educational environments. With that in mind, this work aims to promote the educational treatment of diversity in inclusive environments through the exploration of attitudes towards inclusion, clarification of advantages and disadvantages, modalities of diversity and the determination of requirements of access to inclusive environments.

This research is taking place simultaneously on several countries from Europe and Latin America directed by Dr. Samuel Gento Palacios and such data was retrieved from a subject sample of 300 persons on Hermosillo Sonora Mexico city (teachers, parents and students). Also it is important to point out that the position of our country about the educational environment demands a constant improvement through the implementation of optimal conditions based on investigation data that allows an educational integration and inclusion on students with special and diverse needs all over the country classrooms.

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