The aim of this study is to create a greater understanding on how the Thai schools and their principals provide opportunities for the teachers to interact with students who have disabilities and how the schools also provide opportunities for the students’ education and prepare them to become participants in society. The theoretical frameworks we used were three models; participation, sense of coherence (SOC) and learning by doing. In our study we have used both interviews and observation to get a more trustworthy result. The results of our study entail that the Thai school tried to prepare the students with disabilities for society but do not make them participants in decisions made about their future. In the classroom the dialogue between the teacher and students was missing to stimulate the students to be participants in their education.