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This article presents inclusive education mechanisms in Cameroonian’s educational system. It is based on a study carried out in ten secular private schools. Through a socio-cultural approach, it also describes disability perception by families in terms of child’s schooling. The literature search illustrates that if the official texts provides children’s inclusion with disabilities in traditional school curriculum of public schools, interviews reveal the issue of disability diagnosis and acceptance by families remains strongly marked by cultural connotation which don’t facilitate orientation and adaptation of pupils. Teacher’s training in this area is also insufficient and poses a reflection on the multidisciplinarity nature of interventions, texts updating for a trully inclusive education for pupils with disabilities in secular private schools.