Complementary specialised educational care for students with intellectual disabilities is one of the ways of exercising the right to difference in order to guarantee equal opportunities in the schooling process. For the school inclusion of these students to result in the exercise of the right to education, the school experience needs to be rethought from the point of view of management and the results that are expected from it, both in the sphere of education systems, school management and the classroom. It is also necessary for teachers specialising in the field of intellectual disability to understand cognitive functioning in order to know how to make pedagogical mediations that result in more favourable conditions for the learning of these students. The discussion presented in this book focuses on building benchmarks for consolidating complementary specialised educational care for students with intellectual disabilities.