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This study aims to draw some group work implications for inclusion in school practices, in the context of therapeutic education. Therapeutic education is supported by the experience of therapeutic groups, which set up conditions for the “education for the subject” in addition to offering a perspective on what is involved in education and in the psychological development of children with “autism spectrum disorders” or affected by autism and childhood psychosis, according to psychoanalytic terminology. The principle of heterogeneity presented in therapeutic groups can be transposed to classroom practices and will cause the same therapeutic effects as those obtained in these groups. This article presents a discussion of possible interventions in the context of heterogeneity, characteristic of the inclusive school, by means of two specific cases in which the principles of therapeutic education were followed.