Chronologically analyze the developments in legislation relating to inclusion in education, exploring how these developments were informed by the field of practices and how they produced effects on the access and participation of this group of people. Next, we intend to analyze how other sectors of society have followed these developments in education in terms of legislation and participation of people with disabilities. To meet these objectives, the following will be implemented: 1) a documentary analysis of legislation for inclusion in education, social, employment and cultural systems over the last 50 years, assessing for whom (how the target population is defined) , how (which measures are implemented) and for what (what values ​​and purposes are advocated); 2) a systematization of quantitative indicators of access and participation in the three years before and after the promulgation of the legislation under analysis; 3) a documentary analysis of national literature (published articles and master's and doctoral theses/dissertations) to analyze how a zeitgeist existed in different sectors of society that drove political reforms; 4) focus groups to study the perception of key stakeholders involved in monitoring and supporting the journeys towards inclusion of people with disabilities over the last 50 years. The innovative contribution of this project is based on the intersystemic nature of the analysis of progress towards inclusion that has occurred since the 25th of April, bringing to light how political reforms were connected with existing social movements and synchronized between sectors. This analysis will be compared with the levels of adherence and impact of each reform. The conclusions of this project will be in the form of policy recommendations related to education systems for the right to education, leisure, work, culture with the necessary conditions for successful participation. The starting point of this project will be the evolution of educational policies, a domain in which the research team has vast knowledge, with more than 30 years of experience in the area of ​​special education and inclusion and teacher training for inclusion. Furthermore, this project is part of the line of research initiated by the research team focused on evaluating the implementation of educational policies, including the evolution of theoretical models of understanding disability and disability, and the replacement of the need for a diagnosis for the purposes of eligibility and intervention based on the students' functionality profile.