Considering itself as inclusive, the theory of history didactics has to take all students equally into account. The author discusses several basic concepts of time- and historical consciousness and analyses them in respect of limits and potentials especially for students with intellectual disabilities. A differentiation of the historical consciousness in the intertwined categories biographical-historic and elaborated-historic will be introduced and discussed. The theoretical discussion and the implemented empirical study concerning the construction of meaning of students with intellectual disabilities can be combined with and additionally legitimised by means of their own biography.