In 2013, inclusive education was legally fi xed in schools in Lower Saxony. Th e presented results are part of the scientifi c monitoring of inclusive education in primary schools in Lower Saxony, which was conducted between October 2014 and December 2017. Th e study aims at analyzing the current status of implementation and at identifying related conditions of success as well as challenges. It is based on a mixed-methods design and divided into three sub-studies. In this paper, selected quantitative and qualitative fi ndings are presented.

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