The school, through its mission as a personality-shaping institution, along with the mission of conveying the knowledge baggage of a society, is a positive environment for starting and implementing inclusive policies. Let's just think about the time a child spends in the school. These years may be marked by segregation, exclusion, or marked by the effort to adapt the methods, techniques and tools available to the teacher to facilitate the integration of disabled students in the middle of non-disabled students. Educational inclusion highlights the most vulnerable and marginalized students, being integrated into everyday school activity to prevent and diminish their marginalization and social exclusion. In school activity, students with disabilities adapt more easily to all the conditions of the educational process, where both the social factors and the school environment and the family have positively influenced their integration. Since the beginning of the adaptation period, students have shown mistrust, anxiety, shyness toward their classmates and teachers. After some individual psychological counselors or the support in teaching tasks, framing in any extracurricular activities, the collaboration with the parents and the professional foster parents, at the end of the year, was observed the effectiveness of the pupils' integration in the school. But from daily practice, I concluded that in order to ensure the quality of school inclusion of pupils with disabilities, the teachers often encounter other problems, such as setting up with the individualized curriculum and the refusal of parents to provide psycho-pedagogical assistance services for their children. In order to alleviate the mentioned problems, the teachers use the initial, formative and sumative evaluations in the individualized curriculum. Individual conversations with the parents are also carried out to convince the psycho-pedagogical assistance services for their own children during the meetings with the administration of the institution and the teachers. In conclusion, I would like to mention that, the teachers have accumulated an average experience in inclusive education for the integration of pupils with disabilities in school, focusing on the ensuring equal opportunities for learning for all children, according to potential and developmental particularities, harnessing the potential of children / students with learning difficulties , behavioral problems, pedagogical and psychological problems and school partnership - parents - community members. K