• Physical activity is an alternative to ASD and ADHD medication
• When educational laws do not take into consideration scientific evidence, they do not help teachers in the full development of inclusive education
• Proposals to force “vulnerable” children to spread out create racism and failure, not inclusion
• Interactive groups accelerate learning and promote social cohesion also in secondary education
• Children with autism spectrum disorder benefit from interactive learning environments
• Interactive Learning Environments, favoured by secure relationships and high quality learning, make possible a true inclusion of students with learning disabilities
• School redistribution policies of immigrant students promote xenophobia
• Segregation of students does not lead to educational improvement

• Children with dyslexia don’t need early intervention, we must wait for their maturation
• Curricular adaptation guarantees school and social success for students with difficulties

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• Therapeutic pedagogy in class improves academic skills
• People with disabilities can easily access and stay in school
• There is hidden school segregation in Catalan inclusive schools

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