How are gender assignments and the awareness of being intellectually disabled negotiated in identity work, which is primarily performed through the body? Gender has so far played a role in disability pedagogy mainly in the context of women's studies. Anke Langner operationalizes interdependent research approaches - the connection of gender with other dimensions of social inequality - for empirical field studies. She reconstructs the identity work of adolescents with intellectual disabilities through the use of qualitative interviews, participant observations, and video recordings. In doing so, she ventures into new research territory in both Gender Studies and Disability Pedagogy. In the context of Disability Studies, it is demonstrated how strongly professional actions in schools manifest the differentiation between disabled and non-disabled individuals.