Inclusion is the culture of the participation of each and every pupil in collective socialisation and learning processes in a democratic and welcoming school. A school conceived as a supportive community, which regards differences and diversity as «positive» historical existential categories, with the aim of placing them at the centre of educational action. Inclusion does not only concern pupils with disabilities, but encompasses every individual at risk of exclusion or marginalisation, in a school which should demonstrate ever growing capabilities to respond to the complexities and diversities of educational needs, both special and not, of the pupils. The recent debate on the application of the new regulatory guidelines regarding pupils with SEN imposes careful critical epistemological consideration, aimed at preventing dangerous reductionism and categorisations which could effectively obstruct the complete realisation of an inclusive policy.