The article analyses the relationship existing between diagnostic information and the educational project by illustrating
a symbolic case in detail. The antithesis between the teachers’ uncertainty, on the one hand, and the confidence
of those who feel they are specialists, on the other hand is highlighted, as far as the need to adopt a specialist
approach at school is concerned, with the risk of giving rise to separate approaches. Therefore, it is important to migrate from specialists to integrated education, by defining the skills and expertise and the alliances to achieve an inclusive project.
