The present study responds to a descriptive investigation of bibliographic review type with the objective of unveiling knowledge and considerations on educational inclusion of children and adolescents with special educational needs (SEN). The methodological strategy passed through the methods of documentary and hermeneutic review, through which 137 documentary materials dedicated to the subject were consulted and collated. Among the main findings are the limitations for inclusive educational practice: subjective sociocultural obstacles, curricula and teacher training, as well as the need to establish strategies to alleviate the school failure of these students.