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The aim of this article is to show the comparison between State and school policies with regard to the issue of educational inclusion and exclusion. The research started from a qualitative methodological perspective through the construction of school trajectories of children with motor disabilities in primary school. The starting point is the conception of the terms inclusion and exclusion in the educational field, with the contribution of the theoreticians and contrasted with the empirical information of one of the informants. The international and national antecedents of educational inclusion are presented, with the precedent of exclusion, plus the empirical contribution, and finally the section on conclusions.