[Including children with cerebral palsy in the school --role of the school health team].

It's dificult to elaborate a program of intervention/inclusion that can act as a standart for children with special learning disabilities, since their necessities are of their own; their resources, in mostof the situations, show disparity; and the problem presents different connotations for each family group. On the other hand, schools are organized differently, they have their physical conditions that more or less facilitate the mobility. They rarely manifest the ideal conditions; staff may or not be educated to work with and for these children; their acceptance and receptivity depend not only on training but also on the correct management of individual and collective expectations (closely influenced by the organizational culture of each establishment, the working experience of their professionals), among other factors. School health teams have different dynamics, with more or less liberty of intervention among the educative community, but assume a master role in this inclusion, since they have areas of knowledge of their own and because their intervention is due to the team spirit and cooperation. For these motives, any possibility of intervention must be personalized to the child and the family, with clear objectives that are real and feasible, elaborated as a partnership: school, family, teacher of special learning disabilities and the school health team.