Hendrik Trescher demonstrates that the everyday life of people with disabilities in residential settings is often characterized by regulation, surveillance, and asymmetrical dependency relationships. He notes that residents are constrained in their personal agency and personality development by the control system of the so-called disability support services, making it difficult for them to experience living as an emotional appropriation of space. People with disabilities are hindered by bureaucracy. Homes, which are intended as support systems, become factors of disability themselves due to the all-encompassing educational protection they impose, as they significantly restrict participation in everyday practices outside the institution. The author concludes with concrete conceptual and pedagogical-practical suggestions and ideas.