The advances of democracy demand more people participating and having the spaces of proposal. More and more sectors of society, traditionally marginalized by different kinds of support, demand their spaces; this has brought consequent changes in the educational systems, which must transform to lead the inclusion processes. Educational policies and pedagogical practice are a primordial stage of social recognition of the misunderstandings and marginalizations of broad social sectors now under way for the recognition and application of legalized and legitimized measures of inclusion. The present qualitative research describes elements of teachers' practices, which demonstrate strategies in classroom processes, to promote it from these spaces of inclusive education; not only in declarative aspects of institutional educational projects, but also methods, techniques and activities in where teachers and students talk about common actions and goals that open the way to concrete education for all. The findings show how in the explored educational communities is perceived in pedagogical practices simple of characteristic features of inclusive education. These are manifested in: flexibility of methodological routes, structure and contents that favor the design of learning environments, linked to the principles that mobilize inclusive education, focused on areas of development, experiences and activities that recognize the individuality of infants , moving forward from making presence to participate and in which it is possible to continue mobilizing that learning is strengthened according to their abilities.