This paper is part of a larger study on rare and infrequent diseases and school inclusion. The educational response to students with rare diseases, also known as orphan, minority or low-prevalence diseases, involves a holistic approach to the educational, health and psychosocial domains, which is a challenge for the inclusion processes implemented in many schools. The aim of this research is to analyse which educational processes promote and hinder the inclusion of students with rare diseases in regular classrooms. The methodology of biographical narrative allows us to analyse in depth the experiences of inclusion processes through the voices of two young people with rare diseases who tell us about their school career.