Inclusive education can be defined as one that provides equal opportunity for all students develop and is based on the value of diversity and the development of strategies to enhance the teaching and learning processes, which helps reduce exclusion and inequality. In the present article were evaluated inclusive practices by teachers in a primary school before and after the implementation of an intervention program whose goal was to provide teachers of a primary school on theoretical and methodological tools inclusive education in order to promote their sensitization to the attention to diversity, and the development of inclusive practices. The investigation worked with teachers in a public elementary school in the state of San Luis Potosi, Mexico, in 2013. The instrument used for the diagnosis and evaluation of the project was the Evaluation Guide Inclusive Practices in the classroom GEPIA in two versions: self-report and observation, which allowed the practices, policies and attitudes of teachers regarding inclusion were recorded. Among the main results have important differences in GEPIA indicating greater inclusive practices in the classroom. Teachers acquired strategies to better address diversity in their groups, although the gains were more individual than institutional.

Inclusive practices; inclusive education; professional development; evaluation; Mexico