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Although established for decades now, inclusive education remains a complex process that creates difficulties for the educators and children involved. With a collaborative and comprehensive focus, this study examined the point of view of 12 French secondary-school students about inclusion upon the recent opening of a localised educational inclusion unit (ULIS) at their school. The students’ point of view was captured by means of a participative photography workshop entitled “Photovoice.” The photos and their associated verbatim comments were analysed according to two indicators: social participation and pedagogical accessibility. With respect to social participation, the results revealed no distinction between the students, whether or not they have a disability. With respect to pedagogical accessibility, the students acknowledged that the ULIS supports access to learning for students with a disability. Points of interestThis study sought to build knowledge of inclusive education, particularly in schools, by focusing on the point of view of French secondary-school students.It aims to identify the barriers and facilitators related to the implementation of inclusive education. We consider inclusive education as a developmental process of all students. It involves the creation of a society that fights exclusion and marginalisation.Faced with the lack of relevant information given from the point of view of students, we wanted to give them a voice and thereby highlight the impact of implementing inclusive education.This data encourages reflection on inclusive education with the goal of helping all education professionals take into account diversity. This study sought to build knowledge of inclusive education, particularly in schools, by focusing on the point of view of French secondary-school students. It aims to identify the barriers and facilitators related to the implementation of inclusive education. We consider inclusive education as a developmental process of all students. It involves the creation of a society that fights exclusion and marginalisation. Faced with the lack of relevant information given from the point of view of students, we wanted to give them a voice and thereby highlight the impact of implementing inclusive education. This data encourages reflection on inclusive education with the goal of helping all education professionals take into account diversity.

Being different or similar? An exploration of inclusive education from the point of view of French adolescents