If we take a look at the school paths of students with disabilities in regular schools, we realize that some of them have chaotic itineraries, some of them going as far as quitting school. Yet the french and chilean educational laws both promote inclusive schooling. Analyzing the points of view of different school protagonists, it is possible to point out at obstacles that delay and block the road to inclusion. The french and chilean institutional response for inclusive education show us advantages and limits. While looking for solutions, it is mostly important for all of us to understand the meaning of difficulty and to understand the historical reasons upon which the inclusive education programs were built and to raise the question about what difficulties really are.