Research into the conditions of deficiency in children and adolescents points to the need of a teacher that respects human diversity. This study aims to verify the perception of this reality through the eyes and actions of the physical education professional, as well as their peers in school management in order to realize possible demands and gaps in the theory-practice relationship of the inclusion process. For this, pre-prepared questionnaires were applied to 40 (forty) municipal schools of Hortolandia, Sao Paulo, Brazil, identifying the actions and perceptions of potential professionals developers of inclusive actions. The research found as a result managers understand they are in fact contributing to the inclusion as teachers are showing disabled feelings to deploy it at that time. However, most respondents, both teachers and managers showed believe in the viability of the inclusive process, requiring the development of knowledge and support to do so.