This article refl ects upon some of the causes that explain the breach between our espoused values and intentions and the educational and social inclusion of the most vulnerable as well as the politics and practices that should sustain it. Enduring concepts on special education are analysed from a psychosocial perspective together with their underlying beliefs. These concepts, still strongly anchored in the minds of many teachers, specialists and educational administrative personnel, need to be reconstructed in order to narrow the gap between what is espoused and what actually happens in practice in many classrooms and educational centres. This article proposes the modifi cation of these beliefs and implicit representations through a progressive process of making them explicit and then reorganizing them in powerful theories more coherent with espoused values. This is recommended as an issue of vital importance for achieving change and improvement in the desired direction. That is, to create a more inclusive and better quality education system aimed at ensuring equal opportunities for all students.

Educational and social inclusion, Concepts and attitudes, Special Education, Emotions.