Inclusive education in France has made notable progress, with the number of students with disabilities attending mainstream schools increasing more than threefold over the past 20 years. Today, approximately 526,000 students with disabilities are enrolled in regular schools across the country. This growth is largely credited to the 2005 law on disability, which guaranteed every child the right to attend school in their local area. To support this initiative, the French National Education system has allocated significant resources, including about 140,000 support staff known as AESH (Accompagnants d'Élèves en Situation de Handicap). These assistants help students with disabilities in their daily school activities. In addition, specialized classes called Ulis (Unités Localisées pour l'Inclusion Scolaire) and support centers have been established to assist these students. However, these measures are sometimes criticized by teacher unions and others who believe they do not fully meet the needs of all students. A new National Conference on Disability is being held on Friday, September 4, in Bobigny, near Paris. This conference, established by the 2005 law, takes place every three years to outline the main directions of public policy related to disability. It brings together the head of state, government officials, elected representatives, and leaders from institutions and associations. Despite these high-level discussions, the reality on the ground remains challenging. Many families report difficulties in finding adequate support for their children with disabilities. Some students attend school only a few hours a week because of a lack of better options. AESH support staff are in short supply, and those who are employed are often underpaid and not sufficiently trained. As a result, many children who, in theory, are entitled to assistance, do not receive it in practice. Adeline Hostin, a parent of a child with a disability and a representative of the Fnaseph federation, highlights that the AESH is not the sole solution to the challenges faced by students with disabilities. She emphasizes that accessibility in schools also involves making physical spaces, visual materials, and teaching methods more inclusive. According to the Fnaseph federation, improving the reception of children with disabilities at school requires more than just additional support staff. It also calls for better teacher training and smaller class sizes to ensure that all students can learn effectively. These changes, if implemented, could help create a more inclusive and supportive educational environment for all children.