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Beginning by enumerating the principles for the recognition of disabled workers’ skills as set out several years ago by the Différent et Compétent network, the authors establish links between the contribution made by this research and the learning practice of the network. Instructional design in the area of skills recognition, developed through the network’s reflective work, confirms the heuristic value of some of the theoretical approaches to notions such as professional skill and learning experience. As a part of the dynamic of the transfer of the recognition of prior learning to those in basic training or enrolled in job integration programs, the Différent et Compétent network deals with the question of social skills learning either in basic education and training or in the field of mental disability. How can social skills be taken into account, while avoiding a normative recognition process? Such are the ethical and theoretical questions that emerge when recognition of professional experience is extended beyond its original context, i.e., to sheltered employment.