This paper focuses from a philosophical point of view on the paradoxes of the notion of inclusiveness regarding following handicapped children through their schooling. Without stable theoretical footing the notion, which is difficult to circumscribe, represents in certain situations a utopia, which enables one to understand the gap between reality and an ideal vision of schooling children with handicaps. Thinking inclusiveness leads to action and vice-versa; thus, the idea of understanding the notion not only as a normalisation process going in one direction from the special needs sector to the ordinary world, but as a circular loop built out of trips back and forth between different universes. A contrario a logic of integration, a policy of inclusiveness promotes equality for all, by being opposed to any idea leading to the exclusion of certain audiences. Nonetheless, this openness hides the way inclusiveness can lead to locking people in, because of the isolation within the normal world of its own mechanisms or modes of functioning.