Against the backdrop of international discourse on social justice and inclusive education, this participatory research project examines subjectively reconstructed barriers faced by blind teachers during teacher training in Germany. Although the UN Convention on the Rights of Persons with Disabilities (CRPD) guarantees equal access to education, there are clear discrepancies between political aspirations and the reality of pedagogical professionalization in German-speaking countries. While numerous studies take into account the perspective of visually impaired students, the views of blind teachers remain largely unexplored. Drawing on the concept of Epistemic Injustice and the approach of Inclusive Participatory Action Research, episodic interviews were conducted with six blind teachers. Qualitative content analysis identified three central themes: (a) dysconscious and benevolent ableism, particularly in the form of doubts about professional competence; (b) strained social relationships in the second phase, characterized by increased pressure to perform, competition among peers, and critical attitudes on the part of trainers; and (c) lack of accessibility in materials, rooms, and organizational structures, often exacerbated by complex requirements for the use of personal assistance. The results show a clear break between the university and school practice phases and illustrate that inclusion must be understood as an intersubjective experience of belonging, acceptance and value that are dynamic and in flux and systematically anchored in the structures of teacher training. By foregrounding blind teachers as epistemic agents, this study extends inclusion research beyond student perspectives and offers one of the first empirical analyses of teacher training barriers in the German context.