In the development of integration and inclusion in the German-speaking world, a central trend can be observed today: the integration of inclusion into the segregation of a both selective and exclusionary education, training, and teaching system. The author reflects on the foundations of a general pedagogy and developmental didactics, which have called from the very beginning for the transformation of this education system into an inclusive one and for a corresponding structural reform of the institutionalized education system. The realization of the human right to unrestricted participation in education is and remains, in the spirit of the UN Convention on the Rights of Persons with Disabilities, a question of the didactics of a non-exclusionary pedagogy.