"Inclusion" is the central word of current pedagogy. However, the term poses problems: it is less filled with educational concepts than it is a societal utopia. In short, hardly any teacher knows how inclusion can be implemented in schools in a way that benefits all parties involved. The validity of an inclusive society cannot and should not be questioned. Based on national and international models, as well as the author's considerations, this book provides concrete ideas for working with students on the autism spectrum. What prerequisites are necessary or need to be created, what is possible, and where do the limitations lie due to current conditions?.