This article presents the results of a study aimed at identifying barriers to the inclusion of students with educational needs in primary schools. The research used a qualitative methodology through focus group interviews with primary school directors. The main barriers identified were the lack of teacher training (92.9%), lack of physical accessibility (42.9%), lack of accessible educational resources (35.7%), and attitudes and discrimination (14.3%). The study also highlights the need for strategies to promote inclusive education, such as developing continuous teacher training programs, providing accessible educational resources, ensuring accessible school environments, involving families and the community, reducing class sizes, providing support staff for teachers, and creating specialized educational support classrooms. The study emphasizes the importance of teacher training as a key factor in achieving inclusive education, as teachers need the tools and knowledge to work with students with special educational needs. It also highlights the need for improved physical accessibility in schools, including accessible bathrooms and ramps. Additionally, the study stresses the importance of accessible educational materials, such as braille books, pictograms, large print, and tactile materials, to ensure that all students can access education. The study concludes that the main barriers to inclusive education are the lack of teacher training, lack of physical accessibility, and the lack of accessible educational resources. It also emphasizes the need for continuous teacher training, physical accessibility, and the adaptation of educational materials to support the inclusion of students with special educational needs. The study calls for the development of strategies that promote the inclusion of students with special educational needs, including the involvement of families and the community, and the creation of specialized educational support classrooms.This article presents the results of a study aimed at identifying barriers to the inclusion of students with educational needs in primary schools. The research used a qualitative methodology through focus group interviews with primary school directors. The main barriers identified were the lack of teacher training (92.9%), lack of physical accessibility (42.9%), lack of accessible educational resources (35.7%), and attitudes and discrimination (14.3%). The study also highlights the need for strategies to promote inclusive education, such as developing continuous teacher training programs, providing accessible educational resources, ensuring accessible school environments, involving families and the community, reducing class sizes, providing support staff for teachers, and creating specialized educational support classrooms. The study emphasizes the importance of teacher training as a key factor in achieving inclusive education, as teachers need the tools and knowledge to work with students with special educational needs. It also highlights the need for improved physical accessibility in schools, including accessible bathrooms and ramps. Additionally, the study stresses the importance of accessible educational materials, such as braille books, pictograms, large print, and tactile materials, to ensure that all students can access education. The study concludes that the main barriers to inclusive education are the lack of teacher training, lack of physical accessibility, and the lack of accessible educational resources. It also emphasizes the need for continuous teacher training, physical accessibility, and the adaptation of educational materials to support the inclusion of students with special educational needs. The study calls for the development of strategies that promote the inclusion of students with special educational needs, including the involvement of families and the community, and the creation of specialized educational support classrooms.