One of the most complex tasks for teachers is overcoming the enormous challenge of teaching in inclusive classrooms. These classrooms include students who differ in multiple and varied dimensions, requiring the teacher to offer each one the resources and educational strategies required to fully develop their individual potential. There are still many barriers that hinder this process. This article examines the scientific literature of the Web of Science (WoS) and analyses the obstacles and impediments that persist when developing an inclusive education in the compulsory stages of school. The aim is to understand the situation in which we find ourselves, and to look for new lines of that which can contribute to the advance towards a holistic and personalised educational model.