Remedial schools are conceptualised as inclusive places of education in which, however, pedagogical antinomies with regard to school inclusion cannot be resolved. The antinomies exist, for example, in the temporary school on the one hand and the breakdown of relationships on the other. The character of the sanatorium school as a transitional place, as well as a separative and at the same time inclusive temporary place, is worked out. After inclusion in the hospital school, re-inclusion after a stay in a hospital school can be a major challenge for everyone involved (Tougas et al. 2019). At the centre is the heterogeneity dimension of vulnerability, which is addressed using the example of illness in pupils. Using the hermeneutic approach in educational science, texts on inclusive pedagogy and pedagogy in the case of illness are critically analysed and antinomies in the field of discourse are identified and contrasted. The article is intended as an introduction and framing of the topic and contributions to the symposium.

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