Inclusion is the educational policy buzzword of the present. No school subject is untouched by this. In special schools, history is generally not present as an independent subject. It tends to be a rather marginal topic within learning areas such as social studies or general education. However, there is agreement that people with disabilities must not be excluded from historical learning. The implementation raises several questions: What does the future of the subject of history look like in inclusive schools? Can it maintain its independence, or will it be integrated into a learning area? What conditions apply to historical learning for people with (various) disabilities? How can the organization of historical learning in inclusive schools meet the needs of all students? What organizational forms are appropriate?.