The authors present the results of a research conducted on the pedagogical practice of 178 special education teachers who work in different locations of nursery and primary schools in the metropolitan region of Grande Vitória (Espírito Santo, Brazil). The results of the interviews, while highlighting the presence of different orientations among the interlocutors, focus on an alignment of their practices with the principles of school inclusion and underline how important the structures, materials, aids and working conditions of teachers are in order to provide teaching that is effectively able to respond to the needs of pupils.
