A functional democracy is a unique and flexible political order based on horizontal institutions with the principle of political equality at its core. One fiduciary duty of any democratic government, as major nations claim, is to ensure the participation of people with disabilities and the marginalized in our society. Providing an inclusive education is much more than preparing schools physically for the entry of people with disabilities. It is about guaranteeing not only mobility and access but also permanence and school performance. From a broader perspective, aspects related to learning and living within the school institution throughout their lives are essential. It is about forming citizens who enjoy full rights, supplying the necessary conditions for the construction of their identity, and promoting social inclusion. For this, it is necessary to evaluate barriers and be attentive to personal development, knowing how to identify strengths and opportunities. To systematize the structural barriers or elements of school reality, education is described in a more dynamic relationship using the environmental or barrier model since the biopsychosocial model sustains its classification, as work with the social model of disability refers. The social model highlights physical and attitudinal barriers, concepts that direct us to understand the limits arising from the environment and the individual's perception. It is important to remember that in the social model, the problem of inclusion does not lie with the person with a disability but in the physical and attitudinal environment that prevents this inclusion.