If the 20th century was defined by the recognition of every child's right to education, the 21st century will be marked by the construction of the "School for All". In such a school, -in the School for All-, children from the neighborhood are educated together, regardless of their intellectual, physical, mental, linguistic, or other condition, such as typically developing children, children with disabilities, children from disadvantaged backgrounds, foreign children, Roma children, gifted children, etc., so that they can acquire skills and develop bonds that will allow them to later, as adult citizens, collaborate in the game of social negotiation.

Given that the implementation of any educational proposal requires the consent of the educator, the aim of this research effort is to present the views of educators in our country regarding inclusive education. Additionally, adopting the position that every theoretical or research work should lead to applicable proposals, teaching plans for inclusive classes of students with and without disabilities are analyzed based on specific sections from the new school textbooks of primary education.

Specifically, this work is structured in three parts: In the First Part -the theoretical framework- a historical overview of the institution of inclusion-inclusive education in our country is presented, the concepts of "disability" and "inclusive education" are defined, the need to capture the attitudes of educators regarding inclusive education is emphasized, and the results of relevant research are briefly recorded. In the Second Part -the research framework- the aim of the research, the research tool, and the research sample are defined, the results are presented, and the findings are discussed. In the Third Part -the practical framework- models of inclusive education are described, and detailed teaching plans that can be implemented in today's Greek school are proposed.