Although the sexuality subject has been gradually assimilated in education, manifestations of sexuality continue scaring teachers, specially in relation to children with special educational needs. Based on psychoanalytical referential we consider some reflections on sexuality and inclusive education. We chose the case of an adolescent with Down's syndrome included in a regular classroom to illustrate our comments. We concluded that the sexuality manifestations of an individual with intellectual deficiencies are interpreted as conduct disorder instead of being perceived as curiosity and desire to know. We observed that moral reactions prevail over the debate and the clarification of the subject.