There is some consensus regarding the principles of equality that should be implemented in the schooling of deaf children, which are central to the emerging concept of inclusion. However, within the practices and organizational arrangements already in place, principles of inequality are more often at work. This is observed both in the organization of schooling (and teaching techniques) that bring together remedial and regular education, and in the implication of the medico-social industry with regards to the management of the deaf. These dispositions and practices seem representative of the social outlook on deafness and the deaf, as well as on their abilities and position in society (including language issues). Those closely involved in the education of deaf children are the the most likely to bear this outlook, their words and actions often revealing a reality that is far from the principles of equality.