In this paper, an attempt is made to critically approach, through a bibliography review, the book Index for Inclusion by Booth & Ainscow (2011), which refers to inclusive education and the three dimensions of this approach, that is, cultures, policies and practices. First, the concept of inclusive education is analyzed, according to which all students must have equal opportunities for learning. Usually when referring to inclusive education it is considered that it only relates to special education, but the truth is that it is a broader term that includes all vulnerable and socially excluded groups, due to their diversity. The development of inclusive cultures plays a key role in the way schools operate as all members of the educational community, with the beliefs and values they carry, have the responsibility of creating effective teaching. Then, the production of inclusive policies shows that in addition to laws, policies can also be implemented in the school or classroom, in which the educational community adapts its practices according to needs. Finally, within the practices of inclusive education, strategies are developed such as the cooperation of all members of the school that lead to the quality learning of all children. Through the study of the three dimensions, it emerges that the three dimensions interact with each other and can influence each other.