Abstract
Considering recent advances towards the increasing acceptance of students experiencing difficulties in schools and the current movement that advocates educational efforts which supports all the initiatives that avoid the school exclusion, it seems pertinent to access support teachers' perceptions about the educational success of those pupils. The purpose of this study was to identify and analyse the nature of teachers' beliefs about individual needs students' academic achievement. A survey was designed to elicit teachers' beliefs concerning the factors that contribute to a successful schooling and explain the lack of academic achievement among students with individual needs. Results suggest that factors such as "School Environment", "Curriculum Design", and "Teaching Practices" contribute to a successful schooling. On the contrary, content analysis suggests that "Home Environment" plays a central role on the explanation of the academic failure among students with individual needs. Findings are discussed as well their implications for the process of inclusion.
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