This paper presents a study carried out in a nursery and primary school in order to ascertain the level of self-assessment undertaken by teachers with respect to their educational processes using the "ACADI" instrument, "School-based self-assessment of diversity awareness from an inclusive approach." The objective was to ascertain the strengths and weaknesses in the school in order to establish inclusive activities aimed at school improvement. The results show that the school is stronger in matters relating to the planning of teaching and weaker in those areas dealing with the active involvement of students in their own learning, which presents us with the key improvement actions to be established. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]