This article discusses how public policy understands the concept of inclusion of students with special educational needs or skills, translates it into legislation and brings such regulations into practice. Based on an ethnographic observation, we explore the diverse ways in which inclusive practices are implemented in the framework of Chilean birth- cational policy. Our main finding is that there is no single and fixed concept of inclusion in the update of public policy, but that it materialises in practice in dynamic and multiple forms, bringing together various human and non-human actors who are deployed by their agencies. This situation makes it difficult to put in place a single national policy, but at the same time opens up the possibility of localising certain practices and knowledge locally.