Inclusive education implies changes and upheavals in both the teaching practices and the school organization as a whole. Inclusive education implies a paradigm shift where the conditions for success are based on the ability of the school to adapt to the diversity of the public it serves (Dyson et al., 1999, Plaisance et al., 2007). Therefore the current situation leads us to reflect on the arrangements defined and put in place to accommodate and support pupils with disabilities in their schooling in France (since the 2005 law). The aim of the research is to evaluate the quality of school devices. Our research concerns a population of 68 French teachers.