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This publication is the result of a research project entitled Good Practices in Inclusive Education: the experience of Brazilian municipalities with the inclusion of students with disabilities, Autism Spectrum Disorder (ASD), Global Developmental Disorder (GDD) and of high ability/giftedness students (Boas Práticas em Educação Inclusiva: a experiência de municípios brasileiros na inclusão de alunos com deficiência, transtornos do espectro autista (TEA), transtorno global do desenvolvimento (TGD) e altas habilidades/superdotação). The study set out to identify and analyse the practices of municipal public-school networks in Brazil concerning the educational inclusion of students with disabilities, ASD and GDD, as well as gifted/talented students. The initiative arose out of a will to subsidise and strengthen processes for the formulation and implementation of policies, programmes and projects aligned with the principles of the Convention on the Rights of Persons with Disabilities (United Nations, 2006; Brazil, 2009) and the National Special Education Policy in the Perspective of Inclusive Education (Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva) (Brasil. MEC/SEESP, 2008c). It is important to point out that those normative frameworks bring principles and presuppositions that have been reaffirmed in more recent documents such as the Incheon Declaration (World Education Forum, UNESCO, 2015) and the Sustainable Development Goals (SDG) (United Nations, 2015).