Being able to participate here does not merely mean the predetermined involvement of learners in school processes. Rather, it is about the effective, direct influence of the participants themselves on the conditions of their school. This requires recognizing the learners' expertise in their educational process and creating and structurally securing corresponding spaces for participation. Being able to participate also includes the possibility that the actors may think about school in unexpected ways, contrary to preconceived notions. The aim of this second, expanded edition of the volume is to explore the opportunities for such an endeavor. It takes the form of a forum where a wide range of perspectives are expressed. The socially opposing dynamics of inclusion and exclusion are addressed, and disabilities and supports within the school context are identified.