Susanne Wilckens examines how schools deal with reading and writing disorders. The scientific approach to models of literacy acquisition, its cultural theoretical embedding, and the complementary educational science perspective on schools and their societal conditions allow her to take a nuanced view of pedagogical practice. Based on a reconstructive research design, the author demonstrates, using the example of reading and writing disorders, that inclusion in practice falls short of professional and theoretical expectations. As a result, the educational biographies of affected students feel excluded from the community of cultural peers.