Introduction

The principle of uniqueness is the distinguishing element of inclusive practices, also with regard to students. From this perspective, each student, regardless of his or her condition or origin, has value (Booth and Ainscow, 2011; Ainscow et al., 2006). e school’s responsibility is to ensure that this value is fully manifested, and that the inherent potential in each person is expressed optimally, as stated by the constitution. This implies that each student’s ‘voice’ be cultivated, heard and helped to grow until it finds its own self-expression, thus contributing to the student’s autonomy, or rather, the ability to plan his or her own life.