The general aim of this book is to learn about school inclusion, based on the assumption that any child or adolescent can learn, according to social models. In mainstream public schools, students assimilate the content proposed by the school's pedagogy. The specific objectives are: to analyse individualized support measures; to find out about materials and resources adapted to students' needs; to check whether the Pedagogical Political Project takes inclusion into account; and to identify difficulties faced by teachers. The research arose from doubts about the real capacity of public schools to cater for students with special needs. According to the questionnaire administered to teachers, although there has been progress in inclusive education, there are still challenges to making mainstream schools truly inclusive. The research was based on authors such as Mantoan (2005), Sassaki (1997), Aranha (1994) and Mazzotta (1987). It was found that the school surveyed is not fully prepared, due to the lack of multifunctional classrooms and training for teachers, among other factors.