Frédéric Grimaud, an educator and researcher, argues that inclusion in schools offers a chance to create a more just and equal education system. Twenty years after the February 11, 2005 law, which gave children with disabilities the right to be educated near their homes, the goal of a fully inclusive school system has not yet been achieved. In his book L’école inclusive, une promesse trahie (ESF, 2026), Grimaud explains that the promise of inclusion has not been fully realized due to a lack of proper resources and support for teachers and AESH (Accompagnants des Élèves en Situation de Handicap), the support staff who help implement inclusive practices. He points out that while a major law was passed, it did not lead to the necessary changes in the school system to make inclusion a reality. He also cautions against blaming the idea of inclusion itself for the challenges in its implementation. Grimaud views inclusion as a major turning point in the history of public education, following earlier shifts like mixed education and the push to create schools that serve children from different social backgrounds. He sees inclusion as a continuation of this movement, aiming to open schools to all children, including those with disabilities. The 2005 law marked a significant change by affirming the right of children with disabilities to attend the school closest to their homes. This was a new approach, shifting the focus from making the child fit the school to making the school accessible to the child. However, twenty years later, Grimaud reports that some teachers still believe "some children would be better elsewhere," reflecting the difficulties they face in implementing inclusion effectively. Grimaud differentiates between integration and inclusion, explaining that inclusion requires a deep transformation of the school system rather than just adding more students with disabilities. He refers to Philip Wood’s classification of disability, which suggests that the impact of a disability can vary depending on the environment. According to Grimaud, inclusion means changing the environment—such as rethinking teaching methods, evaluations, classroom setups, and school infrastructure—to better support all students. The 2005 law called for these changes, but the burden has largely fallen on teachers and AESH without the necessary resources or support. Grimaud believes that inclusion can benefit all students by transforming teaching practices and the overall structure of schools. He argues that providing full education to children with disabilities is a basic right that should lead to a reevaluation of how schools are organized, including their interaction with social services, curricula, and tools. Studies show that having students with diverse needs encourages teachers to adapt their instruction, promote group work, and use cooperative teaching methods—benefits that extend to all students. Inclusive education also helps develop empathy and social skills by allowing children with disabilities to interact with their peers. Grimaud stresses that the success of inclusion depends on supporting the teaching profession. He highlights a key contradiction: while the skills and creativity of teachers and AESH are essential, their work is increasingly limited by bureaucratic rules and evaluations. He calls for revitalizing the teaching profession by giving educators and AESH more time to collaborate, recognizing their practical knowledge, and stabilizing the role of AESH. He also emphasizes the need for strong partnerships between schools and social services. Grimaud concludes that the fight for inclusive education and the protection of the teaching profession are closely linked, as an inclusive school system cannot be built without the dedicated professionals who work within it.