This paper reports on a study exploring inclusion in mathematics education from a student perspective. The theoretical and analytical approach in the study is discourse analysis. The results presented in this paper are based on 8 interviews with students from lower secondary school and 4 observations of mathematics lessons. The teachers describe the students as students in special needs in mathematics (SEM). The results show that, from a student perspective, the teaching and learning of mathematics in an inclusive classroom is complex and diverse. At the same time, as these students are similar in that they are SEM-students, they are different when it comes to how they themselves want to be included in the mathematics. These differences regard both the organization and the content. Thus, diversity among students demands diversity in the mathematics education.