peer reviewed ; The policy implementation of “reasonable adjustments”, a recent education inclusion policy that requires regular school and school governance to accom- modate students with special needs, places the responsibility on several key actors, who become important gatekeepers in the process of enabling educa- tional access (Charlier et al., 2019) to regular schooling and opportunities to students with special educational needs (Verhoeven & Dubois-Shaik, 2021). This paper tries to reveal through discursive policy and narrative analysis (Czarniawska, 2004), how the inclusion policy is translated (Callon, 1984; Dubois & Vrancken, 2015) for including a student with visual impairment in a regular secondary school (Willems, 2017). These sensitive negotiations take place in what we identify in this paper as a soft policy (Lawn, 2006).