1. Every person has the right to quality education: provided by a mainstream school and also complementary attention, according to their special needs. This right is in line with the Universal Declaration of Human Rights and other documents enacted by the United Nations and its Member-States.

2. Every person is able to learn: regardless of student's learning, sensory and physical capabilities, we consider that everyone is capable to learn and teach. It is the school community's responsibility to develop pedagogical strategies that will help to create affective bonds and the acquisition of knowledge.

3. Each person has a singular way of learning: each student has his or her own educational necessities and development pattern. Inevitably, teaching models that presuppose uniformity in learning processes and operate through rigid assessment norms lead to exclusion.

4. The inclusive school environment benefits everyone: we believe that the interaction with different people is essential to a child or teenager development. A diverse environment stimulates their empathy and benefits their intellectual skills.

5. Inclusive education involves everyone: we believe that diversity is an innate characteristic that can be found in any human being. Therefore, we believe that inclusive education should consider not only children who are historically excluded, but every student, educator, family, school principle, public manager, etc.

We adopt a broad concept with regard to human diversity. During the first 4 years of our work, we have focused our research in students who have some kind of disability or global development disorder in regular schools. We believe that these pedagogical experiences will make people more aware of the anachronism of the predominant educational model and, thus, it will not be hidden or postponed anymore.

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