The implementation of the UN Convention on the Rights of Persons with Disabilities for inclusive learning for all children presents a significant challenge for teachers, for which they are largely unprepared. This also applies to mathematics instruction in primary schools and secondary schools. Therefore, the main focus of the book is to present theoretically grounded yet practical possibilities for inclusive learning for all children in mathematics education. Starting from a holistic perspective, the first part of the book provides: authentic case studies that illustrate the enormous diversity of children's learning needs; snapshots from current school practice regarding the implementation of inclusion in mathematics instruction; theoretically justified, specific advantages of the inclusion approach, as well as its problems and limitations.