This work is the result of research that aimed to analyse the beliefs that teachers have about the inclusion of persons with disabilities when looking after a student in a situation of disability. The aim of this text is to challenge the idea that inclusive education is a discursive and representative space that has not been created by the transition or continuity of special education. The methodology is qualitatively cut with a descriptive scope from an interpretative paradigm. A questionnaire with 13 open questions from 61 compulsory education teachers was used for all students of the Master in Pedagogy of a Higher Education Institution in the city of Puebla. The type of analysis given to the results was speech. The results point out that although some speeches have shown an almost antagonistic division, for teachers a mix and complementarity is needed, i.e. the knowledge of special education complements the principles of equality, equity and non-discrimination of inclusive education. The conclusions reached are the need for complementarity between inclusive education and special education in order to advance a human development project.