Pinto, SandraPires Rosa, Manuela2017-10-162017-10-162016-05-05978-989-8472-82-3AUT: MMR00538;http://hdl.handle.net/10400.1/10092The concepts of inclusive education and school consider that all students should have the same rights and the same equality of opportunities, regardless their difficulties and characteristics. An analysis of the social and educational paradigms towards inclusive education shows that the school should adjust its educational practice to ensure the educational success of all students and their autonomy in terms of mobility. In this context it is assumed a great importance of environmental factors in the biological-chemical-social model of disability. Therefore one must ensure that inclusive schools are architecturally adapted to the diverse needs of students. This accessibility requirement to the built environment is internationally assumed by institutions and communities working towards an inclusive school. Building inclusive schools and societies requires that the design and rehabilitation of urban and built environment respect the principles of universal design by providing ‘ equitable use’e’, ‘flexible’, ‘intuitive’, ‘perceptible’, ‘low physical effort’, ‘tolerable’, and ‘well-dimensioned’ spaces for diverse users.engInclusive education and schoolAccessibility for allUniversal designjournal article