This document shares the process of systematizing of the incorporation of a Regular Education Support Services Unit (USAER, for its acronym in Spanish) into a junior high school. The research team set out to understand the perspective of the people who make up the school community, around the development of a culture of educational inclusion, within the framework of a research with a participatory approach. Were implemented various qualitative techniques for the recovery of information. The results obtained made it possible to understand the successes and achievements, as well as the problems that arose and the challenges that remain in view. In addition, this experience made it possible to understand the potential of the systematization of experiences, as a formative strategy for the collective construction of knowledge and the development of integral projects of educational action. Findings indicate that there is a need to develop guidelines for the work of the USAER, for the specific junior high school level, as well as projects shared by the entire school community, which promote awareness, participation and collective decision-making, in order to consolidate a true culture of educational inclusion and attention to diversity.

Teacher education; Special education; Access to education; Basic education; Participatory research.