Good practices in inclusive education

Over the last few years a wide variety and quantity of classroom experiences of an inclusive nature have appeared with great success. The same can be said of schools who have started the move towards inclusive education. Nevertheless, there is still no common consensus on the matter and, in many cases, there are practices underlaid by discriminatory and contradictory experiences. In this context, this article is founded on the need to review exactly what characterizes good inclusive practices and what actions should be pushed ahead to generate the changes needed to consolidate inclusive schooling. In response to these questions, this article discusses the main contributions in the field while, at the same time, it highlights the substantial changes that need to be pursued in school and classroom culture.