This article explores the questions of teachers and remedial teachers engaged in
an action-research process to promote inclusive practices at an elementary school.
We discover the main fears about inclusive practices and those related to the changing
roles and real collaborative work between teachers and remedial teachers. These
fears seem closely linked to the participants’ sense of competence. Finally, the participants
suggest possible training solutions in support of inclusive practices. These
solutions acknowledge the central role of continuing education and initial teacher
training specific to inclusive education.