The aim of the study was to characterize in a comprehensive way, how different aspects of the socio-emotional climate manifest in two classroom contexts of one school with an integration program, and its relation to the inclusion of two students with intellectual disabilities. A qualitative methodology was used, through case studies, using different data collection tools. In conclusion, the role of teachers is key in the process of inclusion of students in respect to their teaching practices, beliefs and perceptions of inclusion underlying these practices, and the participation opportunities that they promote in the classroom.

Inclusion, Socio-emotional climate, Teachers, Participation.