Abstract
Between prescriptions and organizational and human realities, there is a tension between representations linked to pedagogical adaptation within universities, sometimes perceived as time-consuming and even irrelevant. As a result, students often find themselves in the position of having to justify their situations, an additional burden on their career paths, which are already fraught with pedagogical obstacles and impediments. The paradigm shift towards inclusivity requires a switch in the way we welcome, support and adapt education in order to move towards a university experience that, if not inclusive, is as equitable as possible. The aim of this article is to gather the views of self-declared students with disabilities on how their academic pathways have been facilitated or hindered. The approach is qualitative and comprehensive, using semi-directive interviews. The aim is to hear what students have to say about the inclusive transformation currently at work within the university, and what persists as obstacles for students in terms of access to teaching, exams and sometimes access to fundamental rights. The aim is to bring to light the conditions, systems and practices that take into account the singularity of personal trajectories. In our view, this is part and parcel of an inclusive ethic.