This chapter deals with the relationship between inclusion and public history. It discusses the current understanding of inclusion in public history and argues that inclusion should be understood not only as reception, but also as participation. Subsequently, a model is presented that shows how people with (intellectual) disabilities can participate in research processes within public history. In
... [Show full abstract] doing so, two different levels are emphasized: the actor level and the action level. Finally, the chapter deals with the significance of inclusive historical research for history education and gives an outlook on aspects that need to be considered in an inclusive history education.