The fundamental principle of an inclusive educational system , therefore, is that every student can learn together with other pupils, although difference and difficulties are acknowledged . According to this view, the educational institutions are called to change themselves, to be able to receive and respond to the educational needs of each student, independently from his own physical, psychological, relational, social, linguistic or cultural conditions (Mendez, Lacasa & Matusov, 2008).

In order to create an inclusive scholastic system the Salamanca Statement states that the educational system has to develop a child-centered pedagogy, based on each individual child, responding in a flexible way to every need.

This pedagogy is based on the idea that differences must be considered as normal. This means that when we talk about normality in education, we don't still refer to homogeneity, but to richness and value that come from various realities and characteristics expressed by each one, to the effects caused by different personalities and life stories of each one.

Consequently, also the school educational propose to intercept the so-called normality must be organized as a proposal opened to differences and aimed at including and not expelling. In other words, the full accomplishment of an inclusive educational system does not consist simply of placing someone who has disabilities in a mainstream school, rather it involves transforming schools into places where broad-mindedness and the welcoming of differences become what characterizes and qualifies organizations and their educational and formative purposes.

The change in perspective, which the school system is looking at, is the reflection of what is happening in now in the social context, where terms like “normal” and “special” are redefined: being normal or special indeed are not only two ways of being but situations we face. Consequently we need different strategies to act; so it no longer makes sense to keep on thinking that there are “normal persons” or a “special persons” in that there are situations in which we have to respond to normal needs, and others to special needs. In schools and, generally, in educational institutions it is necessary to learn how to deal with “special normality” that is the potential presence in each student of special needs, with (or at the same time as) normal educational needs.

So the special normality represents the challenge that requires schools today, in the context of a society which has to take into consideration the problem of complexity management. This is resolved by overcoming the “simplification paradigm”; the school system nowadays fit for dealing with this is the “inclusive school”, which is open to every type of diversity.

The Salamanca Statement invites us to think of educational problems as situations that need global and permanent changes of educational systems which have to confront with reality avoiding the use of the logics of emergency. In fact, “diversity” and “special needs” are constitutive and structural elements of the question for education that characterize the complexity of global society, in which there is no sense to plan educational and training courses leaving out of the consideration that school is becoming the place where normality and specialty still do not represent any longer separate users’ classifications.