The entire school community, including each class of students, represents a conducive and favorable environment for communication, which is determined by common goals and interests, by the interpersonal relationships of all actors involved. Free and open trusting communication increases the trust of school group members. Parallel to the application of differentiated training techniques for children with learning difficulties, the didactic approach is also adapted. Both long-term and unit-based designs require the application of effective planning tools. Teachers who plan their lessons with curricular adaptations in mind must realize that students' learning levels do not mean labeling them, reducing lesson quality or performance expectations. In the case of children with ED, teachers apply psycho-pedagogical adaptations and curricular modifications/adaptations of the corresponding contents in order to achieve the educational goals. Thus, an indicative sense of the optimal route to achieve the objectives is indicated, therefore the didactic methods and strategies are flexible, being adapted for each child according to individual potential.