The aim of this study is to analyze the official documents on the school integration (in general), and integration in Physical Education (in particular) of students with disabilities in France, since 1975. A qualitative and inductive approach (the grounded theory of Glaser & Strauss, 1967) of the official texts, based on the evolution of integrative process since 1975, highlights the emergence of five conceptual areas: a) conceptions of the student with disability and his educability, b) the objectives of integration, c) integrative strategies, d) the relationship and communication between integration partners, e) guidance system of students with disabilities. According to grounded theory, selective analysis shows the existence of three distinct theoretical integrative processes in Physical Education (PE): ‘insertion’, ‘integration’ and ‘scolarisation’. These three processes are then discussed in terms of integrative practices in PE deriving from literature. The perspectives opened by this work are to verify specifically the reality of these three theoretical processes through questionnaires and interviews for PE teachers.