Policymakers, practitioners, and scholars typically consider educational inclusion as access, opportunity, participation, and representation. While these areas of focus are important, they are often anchored to adult-centered perspectives of inclusion and thus neglect how the decisions made by (mostly) nondisabled adults in the name of inclusion are experienced and felt by disabled students. As such, we argue in this chapter that such perspectives about inclusion are narrow, parochial, and reductive because the experiences of disabled students are not centered. Their voices are not amplified by scholars in research about inclusion, government, and school leaders when it comes to policy about inclusion and practitioners when they make curriculum and pedagogical decisions. This chapter advocates for considering inclusion as intersubjective experiences and feelings of belonging, acceptance, and value that can happen in any educational space and can change over time. We end the chapter by considering some of the implications, benefits, and challenges of thinking about, and practicing, inclusion in this way.