Good Practices of Educational Inclusion: Criteria and Strategies for Teachers’ Professional Development

This paper provides evidence on how a school is able to offer quality education all students, while taking into account the diversity of their personal and contextual characteristics. From analysis processes, it can be concluded that key factor for achievement inclusive lies in good practices teachers, study these should implemented as professional development project. The data presented here are part broader research project, show perceptions teachers families from four selected schools, focusing characteristics coordination between family school. These findings contribute greater educational attention being paid students with Specific Needs Educational Support (SENS). Within framework qualitative research, multiple case was carried out, using interviews main instrument collection. After an in-depth data, some conclusions drawn community actions define institutional development, which would capable effectively serving diverse therefore making reality.