The inclusion and its importance in the education The question of the inclusion today marks the place of the difference in the world of said ' ' normais' ' , but, when coexisting some limitations evidentes or less clear human beings, we perceive that the inclusion is a far from easy task. This leaving of the principle that to be different beyond dispendioso is not nothing cheap for the public coffers, therefore requires considered investments ' ' abusivos' ' for the most favored. But, when if it speaks in inclusion, it first remains the idea of inclusion in the school and to keep schools special seems the focus of many for being more easy. It is certain that, the guiding of pupils for special schools or the maintenance of special classrooms would have to constitute exception to be recommended when the education in the regular classroom to reveal incapable to answer to the educational or social necessities of educating, to start for investments almost zero. then, the inclusion almost always starts to be one practical one in a consequence of apelos, expectations and necessities of the educators, not corresponding to the real necessities of the educandos. The lack of professional qualification and unpreparedness of the professors is still a reality in the education, and if this reaches to all, this includes to literally excluded, our pupils special. The deficiency does not have to be taken, separately, as obstacle or impediment that disables the full development of the potentialities of a person. Unhappyly in our Country, the special schools have if become one of the preferential mechanisms of this selective society, after all our regular schools do not take care of to the expectation of special people with necessities.

the public schools less still have corresponded to differentiated the individual and sociocultural characteristics of its alunado, getting worse more and more the situation of the inclusion attempt, what it functions of selective and exculpatory form. The conception of the inclusive school comes close to the axles norteadores of the Plural School, in whose beddings the differences human beings as normal and the learning centered in the potentialities of the citizen are recognized, instead of imposing to the preset pedagogical ritual educandos. However, it must be attempted against to analyze our institutions and to consider changes in order to take care of this demand. In this direction, all the children must learn meetings, whenever possible, independently of any difficulty or difference that can have. But the schools must answer to the diverse necessities of its pupils, taking care of to all without distinction, incorporating styles and appropriate rhythms of learning by means of organizacionais arrangements, resumes, strategies of education, resources and partnerships with the communities. Thus, it is possible the educational viability of the inclusion of the carrying pupils of deficiency and necessities special in the regular system of education, but it requires the provisions of basic conditions as reformularization of educational programs and permanent formation of the educators, and mainly of good will of all the involved ones in this process, amongst other things.