“…According to some authors who have undertaken the inclusive process in physical education (Block & Obrusnikova, 2007) and other physical activity and sport contexts (DePauw & Doll-Tepper, 2000;Pérez-Tejero, 2013), we found some postulations related with participants in inclusive activities; like everyone is unique with different abilities and physical, cognitive, emotional and social necessities; everyone has the right to take advantage of inclusive physical activities; people's skills vary and they are the result of the relationship among the participants, the practical context and the activities; realized users have the right to choose and take their own decisions; or that everyone can take advantage of the experience from others. So, the advantages of inclusive practices have been widely reported by their users such as: respect of individual differences and skills, a deeper knowledge of own strengths and weaknesses (Lindsay, McPherson, Aslam, McKeever, & Wright, 2013), a great spectrum of opportunities and experiences (Block, Taliaferro, Campbell, Harris, & Tipton, 2011), developing resources to avoid isolation, increasing acceptation and community feelings (Suomi, Collier, & Brown, 2003), contributing to the achievement of objectives and programme results, or increasing the individual value and self-control (Martin & Smith, 2002). One of the key factors for successful inclusion is a favorable social environment, which includes a positive attitude from social agents, such as teachers, peer students and parents.…”