This article presents the results of a research carried out in Lima, Peru. The aim of this study was to know and reflect on the implementation of inclusive education, its barriers and the proposals for action to achieve it. Research is clearly qualitative and aims to investigate and reflect, together with educational and social actors related to school, about their perceptions of inclusive education and promote empowerment to improve their practices and the transformation of the school and the social environment. Considered from a critique of the current model of exclusionary school and under the guidance of a fairer and more inclusive school. The collection of information has been done through: focus groups, interviews and observation diary of the researcher. Atlas.ti has been used for the organization and presentation of the data. The main findings focus on the conception of inclusive education as the inclusion of students with special needs in mainstream schools. The main barriers are the lack of social awareness towards exclusion, lack of teacher training especially in strategies, and the need to reduce the ratio of students per teacher. Therefore, the proposed improvements are in line to solve the problems detected.

Inclusive education, Intercultural education, Perceptions of educational agents, Qualitative research.