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The changes experienced by society over the last decades have shaped a new educational paradigm in which inclusive education stands as one of its badges. However, there have been diverse educational challenges –experiences of exclusion, segregation and integration– that we have had to face until we have reached an educational model closer to the concepts of democratic school, social justice and fair citizenship. The aim of the paper is to know the situations of exclusion, segregation, integration and inclusion experienced by Isabel and Emmit in the educational context. A biographical-narrative methodology has been used, starting from sixteen in-depth interviews. The narratives give us a closer look at the school experiences of segregation and integration or inclusion which created in both of them a sense of difference and discomfort at school. In the same way, we find school experiences of inclusion which were answered by teaching actions of recognition, social and academic participation, commitment and shared responsibilities. Isabel and Emmit's stories show how inclusive school practices have been more solicitous with their abilities and potentials, an aspect that has contributed to their social and school well-being.

Social justice; Basic education; School integration; Schools; Teachers.