| Sumario: | AbstractThis qualitative study explores how students with intellectual disabilities experience inclusion in a mainstream school setting in Germany. Data were collected through a focus group discussion and individual semi-structured interviews. The study involved six participants, aged 12–14, all with mild to moderate intellectual disabilities. Based on deductive-inductive qualitative content analysis, three themes were constructed: (a) general statements on being included in mainstream school, (b) conceptualization of disability, and (c) special moments and situations. The participants’ narratives reveal that friendships and social relations play a crucial role in fostering participation in inclusive settings. Notably, participants with milder forms of intellectual disabilities more frequently report experiences of social rejection by peers without disabilities. Additionally, some participants seem to internalize specific ability assumptions associated with a certain impairment. These results suggest that fostering inclusive schooling requires a deeper, mutual understanding between students with and without intellectual disabilities, educators, and the wider school community of the nuanced impacts of (dis)ability. Comprehensive training in inclusive pedagogy and the consistent use of collaborative teaching practices can enhance this understanding, supporting responsive instruction that fosters meaningful participation and social inclusion for all learners.
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