Compulsory education is a reality for students in Spain, but the percentage of students referred to special education has increased in recent years, especially in secondary education. As part of an inclusive research, the aim of this article is to present the main barriers to learning and participation in secondary education reported by 30 young people with intellectual disabilities. In a first phase, the young people narrated their educational trajectories. In the second phase, the results were analysed jointly by the research team and an advisory group of young people with intellectual disabilities. The findings were discussed with educational professionals. The findings reveal some educational responses that continue to be based on segregation and special education, particularly at secondary level. The meeting with the school counselors promoted reflection on some educational practices. It also allowed the advisory group to see the scope of their approaches and how these can generate changes in others.