This article analyzes the schooling of students with intellectual disabilities under the National Policy on Special Education in the perspective of Inclusive Education. From a qualitative study based on the historical-cultural perspective of Vigostki, we discuss the multiple dimensions of school inclusion focusing on the processes of mediation of learning of this student in common classes of schools located in the Baixada Fluminense/RJ. As data collection instruments we used classroom observation with field diary records and the scale of involvement. The dada analysis showed, among other results, that the level of involvement of subjects with intellectual disabilities in the proposed activities is entirely related to the pedagogical mediations directed to them. Likewise, it showed that the schooling of these subjects had significant advances from the policies of school inclusion, but that there are still many barriers to overcome the culture of impossibility present in the teaching discourse and in society in general.