This article focuses on the special situation of children from low socioeconomic backgrounds and children from immigrant backgrounds within the German school system. This analysis presents an overview of research results showing a strong overrepresentation of these two minority groups within the special education system, particularly within special schools for students with learning difficulties. The authors emphasize the exclusionary and inclusionary processes within the German school system, showing that the strong tendency toward homogeneous grouping in German schools leads to disadvantages for minority students.