Children have rights. Inclusion is a human right and is linked to the right to education. Therefore, both are essentially non-negotiable. Nevertheless, schools are often hindered by budget cuts and inadequate conditions, making it difficult to successfully implement inclusive education. As a result, many teachers feel overwhelmed. Additionally, in Germany, only a few schools can draw on long-term prior experiences. Unlike most other European countries, inclusion has not been a given in this country for a long time. Only now, thanks to international commitments, are practical trials and experiences becoming possible in Germany on a broader scale. The core of successful inclusion in schools lies in specific teaching, particularly in the respective subjects. Therefore, we have set ourselves the goal of theoretically substantiating inclusion for the subject of general studies and developing conceptual foundations to make inclusive general studies feasible. This book develops three fundamental principles for inclusive general studies: 1. Personalization: Recognition of each child and didactic orientation towards the child 2. Sociality: Dialogical learning, participation, and social belonging 3. Complexity: Open and self-differentiating tasks and stimuli. These culminate in seven dimensions for general studies. The dimensions have been incorporated into the practical materials for inclusive general studies and serve as their foundation. They are specified in various thematic areas that are particularly significant for learning for all children in general studies. These include topics related to the body, actions with small objects, the I-You relationship, and content that inspires wonder.