A condition for educational and ultimately social inclusion is the psychosocial adaptation of the person with disabilities. However, not all people with disabilities reach the optimal level of psychosocial adjustment. In this sense, personal factors and the reaction to disability can be said to determine successful or unsuccessful adaptation. Thus, the psychosocial adaptation of students and young people with disabilities is influenced by the interaction between personal, social, and environmental experiences and the impact of the activities in which the person is involved. Beyond cognitive development and capitalization on the potential of each individual, educational activity and inclusion in daily activities alongside peers contribute to psycho-emotional wellbeing and adequate self-esteem, increasing the quality of life and life expectancy of the disabled person.