"Not Just on the Sideline": A Phenomenological Study of Disability, Belonging, and Exclusion.

This article examines the lived experiences of adolescent students enrolled in a fully exclusive special education school to understand how such placement impacts their sense of belonging. Using a qualitative phenomenological approach with eight participants, the study found that attending a school exclusively for students with disabilities fostered feelings of acceptance, safety, and value, helping students explore nondisabled aspects of their identities and reducing the othering often experienced in inclusive mainstream settings. The findings highlight that while inclusion in general education classrooms is legally favored, students often feel alienated there, suggesting that true inclusion must prioritize students' sense of belonging. The study advocates for involving students with disabilities in shaping special education policies to create more equitable and affirming educational environments.