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This study sought out to understand the process of school inclusion of a student with physical disabilities in a public school in the Federal District of Brazil (Distrito Federal), with an emphasis on social interactions. Under this perspective, it was retrospectively analyzed the student's social position relative to their peers in order to identify elements that could contribute to the process of school inclusion of a physically disabled student. The theoretical reference had as input the bioecological model of human development followed by fundamental concepts of disability, social and educational inclusion. The social position of the person with disability related to her classmates in the classroom context was identified by means of sociometric test. The main results showed unfavorable social position of the student related to her peers and the lack of cohesion of the group as hindering her process of inclusion in the school. It was concluded that attitudinal barriers made it impossible her full integration in school. The possible impact of the poor quality of social interactions of the student for the student's development was discussed.
