After a long period of predominantly exclusive education Germany succeeded recently in making the school system more permeable for pupils stemming from families of lower status out of different reasons (Schleicher, 2018). In 2006 the UNO passed the Convention on the Rights of Persons with Disabilities (CRPD), accepted in 2009 by EU. Since EU took over the principles of CRPD, Germany was in high pressure to change the relicts of an authoritative school system oriented to segregation and homogenous learning groups. Only some schools and kindergardens made experiments in cooperating with institutions for special education before 2000. Now parents have the last decision where their children should go to school. The political system in BRD concerning education causes differences and problems in the federal provinces. Basically, the financing often is not yet clear as under conditions of output orientation resources are attested as less important factor. Enthusiasm on the one hand and the impression of excessive demands on the other hand in the executing institutions cause an overall ambivalent situation even in PE lessons.

Since 2000, the amount of publications of PE theorists concerning the inclusion of pupils with special needs increased dramatically. An analytical overview of the most important program papers, articles and books will be presented with the aim of an assessment of the discursive features, typical advices and missing matters. The results will be integrated visually in sort of a system of suitable courses of action for PE teachers. Additionally, an anti-didactical landscape is designed to easily identify problems and border lines of inclusion and offer possible pathways.

The methodology of this paper is two-partite, consisting of kind of a discourse analysis (Diaz-Bone, Keller) in confrontation with case studies collected during practice semesters at schools and kindergardens within PETE. The case studies are treated systematically in relation to explicit aims of education in the institutions. The visualization of the results is used as an additional feature and structure of publications.

The results of this analytical overview will be confronted with three case studies in secondary, primary and preschool settings concerning the inclusion process of three different boys with ADHS, lack of behavior control, and Asperger-Autism compared with examples of pupils with aggressive perception disorder, muscle dystrophy etc.). Middle range development of pupils with special needs is documented and discussed in relation to the logical and ideological features of the dispositive of inclusion. These individual fates will throw a light on the break between administration and pedagogical practice. The hidden parts of the discourse, its “shadow”, will be revealed. In the end, we don’t assess only the limits of inclusion but the input factors and guidelines for successful implementation. This focus on the shadow side of the probably most important change in German education since the Second World War - after 30 years of slightly slipping away from the sports concept of PE - will show the importance of developing practicable guidelines to hinder the shadow side of generalized individualization and heterogeneity idolization to invert the chance of inclusion into its very antipode. In Europe the mere existence of inclusive features since a longer period not always counts for high stakes. However, in the international perspective, we should definitely learn from different national strategies under the common umbrella.

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