Inclusion and contextual practices: Professional training in the context of diversity of disabilities

Abstract

This article examines the training provided to railway staff in relation to the diversity of disability situations, with a particular focus on intellectual disability, which is still largely overlooked in professional practice. Drawing on a qualitative survey conducted at four French railway stations, the research highlights a structural tension between institutional ambitions for inclusion and the actual ways in which professional development is delivered. The analysis reveals that existing training courses remain largely general in nature and centred on visible disabilities, relegating intellectual disability to a marginal position. This invisibilisation results in conditional support, subject to prior booking.

Keywords: inclusion, intellectual disability, training.