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The purpose of the book is to disseminate the results of a research developed in the fiscal educational units of the 06-11 circuit of the city of Latacunga, province of Cotopaxi, Ecuador, on the need to offer an adequate pedagogical response to the difficulties that arise in the process of educational inclusion carried out in the country. Supported by a field work with the related population; directors, teachers, psychologists and students with intellectual disabilities, by means of a survey applied to the teachers, an interview to the directors and psychologists, an observation card in class and an exhaustive revision of the Individual Document of Curricular Adaptations (DIAC). Among the most important results achieved is the determination of the high degree of ignorance that exists about the management of the comprehensive educational inclusion of students diagnosed with intellectual disabilities, confirming the incorrect practice of this process in the classroom, because although the insertion of this priority group has marked a breakthrough in Ecuadorian educational society.