No 30 (2026)

Special issue edited by Apolline Bruyère, Agnès D'Arripe, and Anne-Françoise Dequiré.

In France, the beginning of the 21st century has been marked by significant developments in the institutional and conceptual frameworks surrounding the inclusion of people with disabilities. The strictly medical model of disability has gradually given way to a situational approach, which acknowledges the decisive role of the environment in producing or reducing participation restrictions. However, despite the emergence of various measures (accessibility standards for housing, public spaces and transport, the principle of non-discrimination, inclusive education, support for training pathways, etc.), forms of exclusion continue to persist.

This thematic issue examines how education and training can foster inclusion by adapting their practices and developing innovative approaches that address the diversity of learners. It builds on the study day Inclusion and Adult Education: Issues and Perspectives, held on 26 March 2025 at the Maison de la Recherche of the University of Lille. The event was organized by Anne-Françoise Dequiré, Professor of Education, and Apolline Bruyère, PhD candidate, with the support of the University of Lille Foundation. The aim of this issue is to foster collective reflection on the conditions necessary for developing genuinely inclusive adult education.