At the present time, it is of interest to promote reflection on educational and social inclusion within a framework of social justice, in order to promote the quality of education. A scoping review approach is adopted from a critical perspective of inclusion, to deconstruct the predominant judgment of educational inclusion and reveal the processes of exclusion and duality that underlie the school environment. A review of the WOS, SCOPUS and ERIC databases was conducted. Seventy-nine articles published in international journals addressing this topic were obtained. Thematic analysis was conducted using the Nvivo software package. The emerging themes include arguments for: rethink to inclusion within the framework of diversity and social justice; arguing the possibilities of inclusion/exclusion depend on various factors and the sociocultural and professional context; calling for greater commitment, ethics and professionalism to meet the challenges of inclusion; denouncing persistent barriers to be overcome; and, finally, calling for new roles and scenarios for support services.