Inclusion, and specifically the design of inclusive teaching, presents many educators with new challenges. On one hand, they are required to provide suitable learning opportunities for every child, while on the other hand, they are expected to foster inclusion in terms of social integration. The tension between 'individualization and togetherness' is a central theme in pedagogy in general and in inclusive didactics in particular. At the same time, it represents a daily challenge for teachers in their practice. Katja Scheidt has sought answers to the question of how to connect togetherness and individualization, finding insights in the experiential knowledge of teachers experienced in inclusion. She has elaborated on this in her qualitatively designed study and made it accessible for theory and practice in the present book. The author demonstrates the orientations and practices that experienced inclusive teachers have developed to reconcile the seemingly opposing concepts of 'shared learning' and 'individualized learning.' She provides implications for school and lesson development as well as for teacher education in the context of inclusion. Additionally, her study contributes to the concretization and expansion of concepts in inclusive didactics. For all those who are seriously engaged with inclusion in their schools, this book offers a wealth of practical ideas for reflection.