The research presented in this article is based on the practical observation that certain support measures presented as inclusive can have an exclusionary effect. In order to analyse this paradox in greater depth, qualitative research has been carried out, with an exploratory sequential design that contrasts an extensive literature review on educational support with the documentary analysis of the narrative records produced by a mixed working group, made up of teachers from different pre-school, primary and secondary schools, together with university lecturers. Once the critical supports had been identified, a documentary analysis of the regulations in Catalonia was carried out and, finally, two discussion groups were held with teachers experienced in inclusive practices. The results show the inclusive value of some support practices when they meet certain conditions and others that are intrinsically detrimental to inclusive objectives. It shows the role of both inclusive education policy makers and teachers in ensuring the most effective and inclusive supports, which is a process of transformation of our schools and education systems.

Inclusive education, Educational support, Policies, Practices, Support stakeholders.