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The gap between social participation and inclusive education policies highlights a lack of participation and opportunities for decision-making among people with intellectual disabilities (ID). In particular, the underrepresentation of students with ID in representative roles in schools underscores the need to consider notions of in-school participation. Based on Merleau-Ponty’s phenomenology perspective, this study investigates the lived experience of all stakeholders involved in the process of students with ID becoming representatives in a Brazilian school. Several collaborative preparatory meetings were held with key stakeholders. The six participants interviewed were the teacher of the resource room, two student representatives with ID, the pedagogical coordinators, and a mother of the student representative. The results showed that the students’ representation was an inclusive practice that allowed students to develop advocacy skills. This study contributes with a practical application on how a school can create opportunities for students to voice their collaboration in the Global South.

Becoming a student representative in Brazil: a phenomenological study of students with intellectual disabilities