Abstract:

Starting in October 2025, the EKLYA Consular School, affiliated with the Lyon Métropole Saint-Étienne Roanne Chamber of Commerce and Industry (CCI), will launch an innovative training program certified at level 3 of the National Directory of Professional Certifications (RNCP No. 35010). This adapted curriculum, leading to the qualification of multi-skilled employees in commerce and distribution (EPCD), will enroll 20 neurodiverse learners with recognized cognitive impairments, including those with Down syndrome or autism spectrum disorder (ASD). Training will be delivered on a single campus designed following universal design for learning (UDL) principles, alongside approximately 650 neurotypical students in business and engineering programs.

This initiative aims to prepare neurodivergent learners for employment in the retail sector by providing tailored, personalized support within a professional learning environment. It also promotes awareness among students, future managers, and staff about the importance of inclusive work environments from early stages of education.

A prior academic publication by the same authors examined the project's development from conception to initial implementation and expected outcomes, focusing on how a medium-sized consular business school designed an inclusive program integrating neurodiverse learners with Down syndrome alongside neurotypical peers.

Building on this, the present article offers a broader analysis covering various project phases and perspectives of stakeholders not emotionally involved in the inclusion process. This includes administrative authorities, political actors, educational institutions, host companies, and sponsors engaged in the initiative.

The study uses an instrumental case study design suited to exploring broader issues and refining theoretical insights. This methodology enables in-depth investigation of a specific phenomenon within a real-world setting using multiple data sources.

Data included semi-structured interviews with seven selected experts, recorded and fully transcribed to ensure qualitative rigor. Additionally, institutional documents and archives provided temporal and organizational context, enhancing empirical validity.

Analysis centers on perceptions and expectations of external stakeholders—administrative and political authorities, sponsors, and partner companies—invited or mandated to participate. It tracks their understanding, engagement, support mechanisms, and guidance throughout the process, from the initial project presentation by the school director to tactical implementation phases including instructional adaptation, awareness campaigns, institutional communication, and fundraising, leading up to operational deployment.

The primary research question investigates the motivations of public and private actors engaging formally or informally in supporting an inclusive educational program that integrates neurodivergent and neurotypical learners. This inquiry aims to identify conditions promoting the success and sustainability of inclusive education initiatives, consistent with conceptual frameworks in specialized literature.

Keywords:

Down syndrome, Autism spectrum disorder, Inclusive education, Business school, Universal Design for Learning.