The main objective of this research is to analyse the conditions for the inclusion of students with disabilities. It is based on the observation that inclusion cannot be reduced to simply enrolling a student in a regular classroom, but must be evaluated in terms of the student’s actual level of independence and participation in learning. The study adopts a qualitative approach based on semi-structured interviews conducted with teachers and students with disabilities, knowing that it is a data collection technique designed to advance research in terms of knowledge, methodology, and technical aspects by developing an interview guide that outlines the types of topics to be discussed with the interviewee. Therefore, the second method used is the observation grid, which helps remind the observer of the events and issues of most importance during field visits. The results show that the three schools demonstrate a willingness to welcome students with disabilities and implement certain inclusive practices. However, this inclusion remains partial, variable, and not well institutionalized. Architectural accommodations are sometimes put in place, particularly in the form of access ramps or occasional classroom modifications, but these do not always guarantee students’ daily independence. Overall, the study confirms the three initial hypotheses. It concludes that the inclusive education observed is a work in progress and not yet sufficiently systemic in its implementation.