Nicole Rihs investigates how assignment decisions vary when children with intellectual disabilities are assigned to either inclusive or segregated special education at the time of kindergarten entry. Interconnections of characteristics and mechanisms emerge. Involved are not only aspects of the child but also those of the family, the school, and local circumstances, with interests intersecting that extend beyond the child alone. Field statistical findings and a discriminant model provide insights into significant characteristics of assigned children with intellectual disabilities, and six assignment patterns describe processes within a complex set of conditions. The data is based on a document analysis supplemented by oral interviews with cantonal authorities, a written survey on assignment cases from early intervention services, and an interview study with parents and stakeholders.