(Purpose) The purpose of this paper was to reveal how stereotyped representations of disability are manifested in school curriculum through the textbook content and the attitudes of participants of education. Research questions of this study were: How is disability represented in Lithuanian textbooks? What is the real discourse--that of participation or of exclusion--formed by the textbooks? What is the intentional learning curriculum of children with special needs, i.e., how do the participants of curriculum--teachers and students--describe it? (Methodology) In carrying out the content analysis, texts and pictures of textbooks were analyzed. 27 Lithuanian language and literature textbooks and 9 Ethics textbooks for Years 1 to 10 were examined, in total 36 textbooks. The same content analysis of oral and written opinions of teachers and students was performed. Semi-open, oral, individual and group interviews among 70 teachers from two districts were conducted. Additionally, the same type of group interviews and discussions were conducted with 231 students from 45 schools. (Results) Information about disabled people and SEN children conveyed to students at school is essentially negative. Textbook texts are often discriminating. They do not develop students' tolerance and understanding of disabled people and SEN children. In the textbooks disabled people are presented, as behaving in a strange way, looking different, they are being ridiculed and on the whole bad features are ascribed to them. In the Lithuanian language and literature textbooks and the Ethics textbooks, the disabled person is seldom presented, as an active and equal member of society. In the pictures, which also send a message about disabled people, almost all of them are presented with visual disorders. (Conclusions) Students are construing a positive discourse of disability: they actualized the positive experience of communication, friendship, joint leisure activities with disabled people and SEN children; they noticed educational possibilities for such children. The inadequacy between mediators of the meanings of disability (textbooks) and receivers (students) could be explained this way: students have construed their own opinion, their own subjective discourse not on the basis of official materials of meanings (textbook content and teachers' explanations), but on the basis of their own individual experience. An educational problem is that most often students' positive experience is not stimulated by official materials (textbook content) and authority (teachers' opinion). (Recommendations) Authors have recommended to the Ministry of Education and Science and to other responsible institutions to design methodological recommendations for the authors of textbooks. Recommendations should mention exactly how (with what frequency, what kind of disorders, in what situations) disabled people should be presented in textbooks. It was recommended to carry out research into different experiences of European countries; their experience should be evaluated, their textbooks analyzed, the opinion of experts of social integration should be sought. Such investigation would help to prepare detailed and clear methodological recommendations, not only for the authors of textbooks, but also for teachers. Such methodological recommendations would help in forming a positive discourse of disability at school. [Abstract modified to meet ERIC guidelines. This paper was published in: Caught in the Web or Lost in the Textbook? Bruillard E., Aamotsbakken B., Knudsen S.V., Horsley M. (Eds.). Eighth International Conference on Learning and Educational Media. IARTEM, International Association for Research in Textbooks and Educational Media. ISSN 1402-9693. p. 447-455.]