Research data in education and in visual arts: Contribution for the construction of the inclusive school

The inclusion of students with special educational needs, in a perspective of inclusive education, requires the participation of different actors involved in the educational area. Our own research and that we recently oriented within the case study methodology has allowed to identify and analyze problems, concerns and representations of some social actors involved in the process of the inclusion of these students, as well as practices implemented by teachers in schools where these studies were carried out. These took place in Brazil, Rio Grande do Norte, and Portugal, in Lisbon metropolitan area, under Education Sciences and Visual Arts Master Degree. The results reflected here show that the inclusion of these students, eighteen years after Salamanca, still raises many problems for teachers namely as to the implementation of appropriate responses, which brings us to the need and urgency for training in this regard.