The following article presents a theoretical/methodological analysis regarding the conditions and/or cultural, organizational and ideological institutional processes that claim opportunely and appropriately, the construction of an educational institution with inclusive character on exclusion times. Initially, we reflect on the challenges that postmodernist educational science faces in view of the absence of an epistemic paradigm supporting founding challenges of this approach. In this way, its pragmatic and epistemological obstacles are identified. Secondly, we broaden the reflection indicating the epistemological considerations required to assume the current tensions and challenges, which the inclusive education approach faces. We recognize the discursive and ideological imposition of a traditional model of special education from a more equitable and just language, incapable to assume trans-ontological challenges related to educate the totality of citizens, beyond crystallization of categories systems which deny human differences. Finally, we describe the basis of School management model in inclusive education as a means of transformation and change of institutional, socio-educational and socio-political scheme of the educational institution facing diversity, differences and heterogeneity legitimization. As a conclusion, we identify de need to get over the ambiguity that explains the scientific pseudo-status of the inclusive education model over the challenges of its special education founding paradigm. This situation will affect diametrically on the institutional intervention strategies quality destined to answer the social concerns and needs of every citizen.