This paper presents a mini-ethnographic case study of student participation in reading classes in a Swedish special school for students diagnosed with intellectual disability. This is important since all children have equal rights to good education and this area is a missing spot in research. The Swedish Participation model’s aspects of participation (acceptance, accessibility, autonomy, belonging, interaction, and involvement) were used, both as a definition of participation and as an analytical instrument. Six lessons were observed and a student questionnaire was performed. The studied school offered a variety of reading classes, which occurred every week. The results indicated that students had the possibilities to access most aspects of participation altogether since the classes varied, and this also indicated important information on how to use the Participation model. Using the model during a series of lessons offered a richer picture of students’ participation than just looking at one activity. Students’ easy access to support from assistants and special education needs teachers also indicated both access to aspects of participation as well as the risk of limiting other participation aspects. It raised more dilemmas, as for example, when a high degree of the aspect of accessibility was offered and accessible, it also seemed to limit the possibilities of interaction between students.