Freire, SofiaCésar, Margarida2012-06-042012-06-042003European Journal of Special Needs Education, volume 18, número 30885-6257http://hdl.handle.net/10451/6439The creation of inclusive schools is no simple process as it implies huge changes that might generate resistance and fears, which can undermine the process of change. Quite often the changes in the legislation do not correspond to changes in the conceptions and/or practices of the actors involved in the process. As such, it is important to study what is happening in schools and to understand how they are managing to implement the political changes and overcome the tensions and difficulties they face. This is a comparative case study, aimed at describing five mainstream school teachers, their beliefs and practices, and how these are related to other schooling conditions. This study raises some questions, namely about the importance of an adequate regular school teacher support and an adequate education.engInclusionInclusive educationDeaf educationRegular teacher practicesRegular teacher beliefsjournal article