In the Western context of the development of democratic debate about the role of institutions with regard to disabled people, the proposal of inclusive education comes to the fore. Its main premise is that of one school for all, entrusting the school institution with the task of responding, through adaptations in its strategies and resources, to the diversity of children and young people, who are all summoned, without distinction, to enter it. In this article we discuss, on the basis of concrete examples, the impasses of this model that seems to be shaped more by the rules of institutional and social governmentality than by educational needs themselves.