This article describes a documentary study of the legislative and administrative provisions for inclusive education, and the educational services available to disabled students. The conceptual framework, based on an exhaustive study of administrative conditions related to inclusive education, and a review of school policies that could influence its practice, led to the creation of an original matrix designed to analyze Nova Scotia’s laws and policies on inclusive education. This instrument was used to analyse school policies in the province, but it could also be used for any other school jurisdiction (province, territory, state, etc.). The two axes of the matrix are made up of the 13 essential administrative conditions and the 3 types of school policies included in the study. How much importance do these laws and policies accord to on students with disabilities? Do they provide room for the unique character of each student, including the uniqueness of the disabled student?