With the publication of the Decree-Law No. 54/2018, of July 6, the methodological options underlying this legal regulation are based on the universal design for learning and the multi-level approach to access to the curriculum.

Thus, the idea that it is necessary to categorize in order to intervene is removed, seeking to ensure that the Profile of Students Leaving Compulsory Schooling is achieved by everyone, albeit through different paths, which allow each person to progress through the curriculum with a view to their educational success.

In recent years, the Mafra School Group has become a reference for the implementation of educational practices that enhance the reality of an inclusive school, recognized by the entire educational community.

The development of several pioneering projects with regard to inclusive education practices, allows us to enhance the full integration of all students, providing them with an appropriate educational response, accompanying and supporting them throughout their entire school career, covering the different levels of education and teaching.

The establishment of a Learning Support Center, providing, among others, different spaces within the scope of multi-disability and structured teaching for students with Autism Spectrum Disorders, has proven to be of enormous importance for the development of several innovative projects, in which concerns the integration and education of these students, enhancing their progressive autonomy, citizenship and integration into the educational community.