77

After recalling the reasons behind the French 2005 law on equal opportunities, and after recalling the main elements of the social model of disability, this article reports the current context of the education of children with disabilities in France. We distinguish between the integration and inclusion approaches by noting what each implies for developmental psychologists’ interventions. We then suggest that schooling be understood by operationalizing the concepts and methods of developmental tasks, of developmental niches, of coherence of the ecological system, and finally of trajectories of development. Our argument leads us to define how developmental psychology can facilitate the removal of barriers to inclusion by questioning its theories of the subject, of the instruments it uses, and especially the concept of disability.