This article presents partial results of a multi-sited ethnographic study about the role of multiple literacies in young people's learning in and outside school. In one of the five participant secondary schools, fourth grade students were segregated in groups according to their special needs. We start with a critical review on segregated and inclusive education. Subsequently, we describe our ethnographic research about learning practices in and outside secondary schools with students in their last year of compulsory education. The results present the relationships between students who were either "failing" or "being successful" in school as well as the institutional reaction to our inclusive experience.