This research wanted to describe the experiences that disabled teenagers had in their school lives and the process of inclusion in education, from a qualitative perspective point of view. Nine disabled teenagers participated in this research, patients of a Child's Rehabilitation Center at the Estado de México. A narrative kind of program was used, in which the participants were asked to write down their school experiences and then were analyzed afterwards. The results revealed that the participants did not define themselves as handicapped, or as having a limiting condition nor as a defective person, which gives to the rehabilitation team, the opportunity to look for strategies not only directed to compensate the deficiency but mainly to strengthen the early development stages of emotional independence, the ability of decision making, the implication and responsability in the process of rehabilitation and most important, in life itself.

Disabled, Adolescents, School experiences, Inclusion in education, Qualitative research.