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The inclusive ambition questions the school form by assuming a change in school culture: modification of the codification forms of space and the physical layout of the classroom, organisation of time, the rhythms and codes of frontal pedagogy according to the profiles of the pupils. These are consubstantial questions with a redefinition of the collective fact that has singularised social relations and broken down their historical configuration. This redefinition is based on a productive paradigm that subjects economic and social well-being to the cognitive autonomy of individuals. It places the production of use at the heart of school work: innovation through use is materialised by the ability of school actors to transform the opportunities of their environment into resources in order to elaborate specific responses to particular situations and adapt to the diversity of school profiles. Inclusive teachers accompany pupils in mastering their learning through personalised practices, collaborative approaches and a care for professional development. Learners, masters of their learning, can self-regulate and engage in the processes at work.The centrality of this production of use makes the accessibility of school environments the condition for the concretisation of the cognitive autonomy recognised to pupils. This cognitive singularisation of individuals is coupled with a political singularisation in which they see opportunities to be the authors of their future. This redefinition of the collective fact is also organised around a legal singularisation which enshrines a right of access to public services, in this case educational services. This presupposes the contextual development of equivalent powers of action between subjects who are bearers of rights, thanks to which they can overcome their individual differences of capacity and fight against the breakdowns in rights caused by inadequate learning conditions.