Abstract
This article presents the results of a descriptive survey study developed with the objective of identifying the level of inclusion (LI) of elementary schools in Catalonia (Spain) and classifying them according to the consolidation level of their inclusive practices in six dimensions: school organization, inclusive school climate, classroom organization, educational support, community involvement and lifelong learning.Findings constitute an approach to a little studied reality in the Catalan Educational System and confirm the advances of schools towards the consolidation of inclusive practices and the barriers that still limit their transformation according with the national and international guidelines. Conclusions form a starting point to generate changes in future educational policies of Catalonia based on evidences, that could influence international trends.
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