This article analyses the data collected for a PhD dissertation on one Primary and another Secondary school in the Basque Country, on the basis of the contributions to the discipline of  the school organization regarding the process of inclusive education. The ethnographic study was conducted through a non -participant observation, transferred mainly to video and interviews with the teachers involved. A questionnai re was designed and the information was coded following the  classroom ecological model and complemented with categories drawn from the Index. The results analysed in detail for each school, show varying practices towards inclusiveness approaches. In  conclusion, we have identified how certain elements, such as the organizational culture, the organizational structures and the teachers’ beliefs, among others aspects, become key factors to further progress towards more inclusive practices.

inclusive education; organizational culture; organizational structures; Pais Vasco; Spain