Résumé
In France, although schooling is recognised as a national priority, the current situation is causingconcern for children with disabilities. Teachers and special needs assistants form a central partnershipin the drive for inclusive schooling, and to support them, they can count on the collaboration ofprofessionals from the medico-social sector.The aim of this qualitative study, carried out with five teachers and special needs assistants, is tounderstand their needs and to highlight the ways in which the occupational therapist in the SESSADcould support them. It shows that, despite a fragile ideal of inclusion and the need to strengthen theirprofessional identity, occupational therapists, by making full use of their field of expertise, have a realopportunity to be recognised as key players. They could make a significant contribution by carryingout training and awareness-raising activities to promote an inclusive environment, and by putting inplace teaching strategies and resources that benefit the whole class.