Escuela y discapacidad: fronteras y horizontes.

This article analyzes the educational inclusion of people with disabilities from a complex perspective. In the sociological approach relationships and social levels in the game are more significant than the pedagogical strategies, content or curriculum. Teachers can think of to school, disability, his own role in the system and themselves as social subjects, with a reductionist and linear thinking or dynamic, multiple, dispersed and non-linear thinking. Objective of this work is to convene teachers to penetrate in multiple territories that coexist in the classroom, without attempting to reduce to one and the same. [ABSTRACT FROM AUTHOR]