The school practice is seeking diagnostic concepts related to the design of inclusive education that could provide support for enabling collaborative learning for the diversity of learners. However, a critically assessable development is emerging in the search for diagnostic concepts for inclusion-oriented teaching. Possibly due to the high pressure of action on all stakeholders, there is a particularly high demand among teachers for quick recipe knowledge in the area of diagnostics. A trend can be observed favoring concepts that are more behaviorally oriented and focus on screening or intervention. Therefore, this collected volume examines the topic of the role of diagnostic concepts in times of inclusive education under the question of to what extent.