Following the 2015 and 2017 latest official texts, which tend to refocus teaching to pupils with disabilities on the ordinary class, this thesis focuses on identifying the professional tensions and dilemmas experienced by specialized teachers (coordinators) of Local Inclusive Education Unit (ULIS) schools at a particular time of the evolution of their profession which leads them to develop their role as resource people. The work of these coordinators is complex : they have to ensure that their pupils can benefit from school inclusion by collaborating with their colleagues from the mainstream school around adaptations specific to the special educational needs of students while conducting certain phases of teaching on their own.Our study is based on the epistemology and the method of the activity clinic. It seeks to find out how five school coordinators are developing their professional activities to provide the best schooling for students with disorders of the cognitive function. These specialized teachers enter into a process of transforming their actions, motives and operations, thus serving the evolution of their professional identity from the intrapsychic conflicts (i.e. dilemmas and tensions) that they experience professionally and that they overcome.