Recognition is a goal of inclusive education. However, due to the lack of instruments, there is little empirical research on recognition experiences in school. This study aims at constructing and evaluating a questionnaire to measure the recognition experience of secondary school students. An item analysis, as well as the examination of reliability and validity, were conducted with 454 secondary school students. A one-factor model with 16 items showed the best model fit. The internal consistency of the questionnaire is satisfactory (ω = 0.91). To assess construct validity, the Perceptions of Inclusion Questionnaire and the Self-Esteem subscale of the Self-Description Questionnaire I were used. Recognition experience correlated more strongly with construct-related variables (social integration, self-esteem) than construct-unrelated variables (well-being in school, academic self-concept, grades). The results suggest that the questionnaire meets the usual quality standards. However, the investigation of psychometric properties on independent samples is still pending.