Should people with cognitive impairments be integrated into regular schools? Does prenatal diagnostics serve to exclude disabled individuals? Is it immoral not to resuscitate severely and multiply disabled people in a medical emergency? These important questions increasingly shape the everyday life of special education and are systematically addressed in this book. The first part critically analyzes the moral self-understanding of special and remedial education. The author demonstrates that these disciplines have often only superficially engaged with ethical questions in the past. The second part deals with ethical issues surrounding the integration of people with intellectual disabilities: Why are individuals with cognitive impairments increasingly marginalized in modern society? Why does superficial integration violate the dignity of disabled individuals? The third part examines the often-cited thesis that prenatal diagnostics jeopardizes the acceptance of disabled people. The author, who has worked and researched in special and remedial education for decades, subjects the moral clichés of special education to a thorough ethical analysis.