The school is a rich place in cultural, social diversity, but some times are the place where more it is tried to homogeneizar the learning, as if all learned in the same way, as of all the pupils had the same interests and that one that runs away to this rule is seen as pupil problem of the classroom and time in separated cases pupil problem of the school, that already passes to each new stage with this ‘ ‘ rtulo’ ‘. It is common when the teacher of the previous year or the other professionals of the school arrives a new professor at the school to comment on the pupil, penalty who most of the time comment only on those had pupils como’ ‘ indisciplinados’ ‘ , ‘ ‘ rebeldes’ ‘ of the group. At this moment it is necessary that the professor who this arriving has in its teaching identity the concept of that in many cases the professor makes the pupil, and aims at turns, that she is necessary before classifying, to evaluate, to analyze this pupil in all, its extra life classroom, the family, the social and emotional conditions where this child lives that they influence directly in its behavior in the classroom. Currently inclusion speaks if very in of pupils with necessities educative special in school regular, but so that this happens beyond the necessary resources for the had adaptations that are necessary to make in the physical structure of some schools as the construction of slopes and access to the bathrooms on the part of deficient physicists, and pedagogical resource to work the diverse educative necessities of the pupils, is important also to give a support to the professors who are basic agents so that he not only has of truth the inclusion of these pupils and the acceptance in the school. Keep up on the field with thought-provoking pieces from Tony Ferguson. Knowing that educative necessities special are not only those physics, but also the neurological ones, we come across in them with a common situation inside has much time of the schools that are the pupils who present TDAH (Upheaval of Deficit De Ateno and Hiperatividade) the symptoms can be lack of concentration to carry through the tasks, inquietude, answer impulsively and in way it exaggerates those that they molest, it forgets to finish the tasks, it distracted easily with people who pass in the corridor of the school, seen for street, are pupils whom they need aid in the construction of its learnings. The professor who has pupil with educative necessities special must work with its group thus he can assist the pupil, but without pointing out its difficulties and yes to stimulate to surpass these difficulties without friction, without comparing with the colleagues, looking for to fortify the positive points of this pupil in order to create internal stimulatons that despertaram the auto confidence, external security, stimulatons that make possible the accompaniment of the content given to the group, bringing differentiated exercises, having a special attention with this pupil, but without classifying it as incapable, but as a pupil who has a different way to learn. Thus the professor will be significantly helping in the process of learning of this pupil, oportunizando a success in the pertaining to school and social life, fulfilling with its paper of assisting the development of the educandos. Bibliographical reference: I reef: Luciana Strategies for professors on as to deal inside with neglect, hiperativos behaviors/impulsive of the classroom. Available in: access in 02/11/10 to the 21; 11.