The principle of educational inclusion was adopted by the Declaration of Salamanca (1994) and implies that regular schools must serve students with disabilities, regardless of their type. Hence, the article analyzed the educational inclusion of students with disabilities, the product of a documentary research, based on the hermeneutical method. It is concluded that despite some progress there is still not complete clarity about the conception of inclusion and despite the generally favorable attitude of teachers, it is evident that they are not fully prepared on the subject and that a transformation of the thinking of society is required usually; being basic the formation of society as an educational cultural project that motivates wanting to act for inclusion.