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In an inclusive aim, this article focuses on the accessibility of training for young people with intellectual disabilities in an ordinary work context. We examine the way in which these young people build apprenticeships during socio-professional integration courses. The theoretical approach, based on Gaston Bachelard’s philosophical conception of time, makes it possible to understand that time in training constitutes a good grid of analysis of formative situations. Our results show that accessibility is strongly linked to the way in which the tutor makes the educational situation accessible, while respecting the trainee’s pace of learning. This consideration of pace favours the reconstruction, by the trainees themselves, of their own time, which gives meaning to their training.