The article describes the way in which four public high schools put into practice a remedial program –PIU- for the secondary basic years in Uruguay, a program in course since 2008.  PIU is the most important inclusive policy in the country. Findings report new ways of developing the teaching role and of achieving learning, the existence of a concrete curriculum space for the attention of students with social and emotional vulnerability, and the identification of several factors that may be obstructing the development of this policy. Research was conducted due to public funds from the Secretary of Social Development of Uruguay.

Inclusion, school failure, tutorials, secondary education, Uruguay.