the models guiding the intervention of the educational psychologist suggest a multiplicity of opportunities / options that each professional will have to take. research has long suggested that learning together leads all students to better results (e.g., johnson & johnson, 1990, 1994; slavin, 1991). although many psychologists still work only with an individual perspective, the purpose of this paper is to discuss the ways in which the educational psychology can create and sustain authentic inclusion settings. this is based on vigotsky’s belief that all children, in spite of their disabilities, should have access to the regular school system. starting from the analysis of three key aspects inclusion, special education needs and psychology; it concludes with some suggestions that help define how the educational psychology can contribute to the success of all students in the regular school system.