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The work deals with four headings related to social policies for inclusion in Cuba: a vision from education and sport; educational communication as a resource in Adapted Physical Activity for schoolchildren with disabilities included in regular primary school; some pedagogical aspects that favor the educational inclusion of schoolchildren with physical-motor limitations, and technological scientific resources that facilitate the process of physical activity with this type of schoolchildren. These constitute theoretical arguments that, in their dialectic interrelation and logical interpretation, are expressed as inclusive pedagogical tools for the professional of Adapted Physical Activity.