This volume addresses the planning, design, and reflection of teaching from the perspective of inclusion and participation. Teaching, learning, didactics, and support are based on the recognition of the heterogeneity of individual learning and development processes. From a consistently personal orientation within the context of school processes, specific contributions to ensuring education for all are derived, aiming at comprehensive social and professional participation. It tackles questions of key educational issues, the handling of heterogeneous learning prerequisites, differentiation, experience- and practice-oriented approaches, as well as the diversity of teaching concepts, along with problems of diagnostics or specific teaching content such as reading, writing, and mathematics.