Young People sent into ITEP or special needs education are usually thus allocated after a series of specific school, public health and/or social measures leading to choosing a specific school career for them. In ordeer o respond to the obligation of school accessibility for all, new measures plan for their return into the ordinary school system: Unités d’enseignement externalisées (UEE) or External teaching units. The study of each individual case, the observation of school meeetings and run of the day school interactions, and a number of in-depth interiews with professionals and young people have enabled us to assess the effect of these different measures on the school trajectories of these pupils. To what degree do these UEE manage to reconfigure school for them and to renew links between educaion and social work in order to enable these special needs children to reintegrate ordinary schooling? A first part is devoted to detailing the way each meassure first participates in legitimising exile from the ordinary shcool system. We then focus on how the UEEs function and on their effect.