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The inclusive school is built on the participation, the agreements of all the educational agents that converge in it and it is made concrete in the search for the well-being and the recognition of the identity of each student that make it up. Professionals in the educational field have the duty to promote diversity as a richness and non-discrimination for reasons of inequality and to offer programmes, contents and methodologies adapted to their specific educational needs. The Limited Intellectual Functioning is a reality present in the educational context, presenting limitations in cognitive abilities and skills, as well as affective-behavioral and psychosocial problems. As a reference in special education, the teaching, family and social action has a considerable impact on the stimulation of the cognitive functions of each individual. In order to respond to these needs from the institution, it is necessary that teaching and learning achieve a developmental and cooperative significance, both for the learner and for the one who teaches, becoming the pedagogical paradigm that seeks to establish in the education of today's society.