September 22, 2025 – This article published in Education Sciences journal shares the findings of a study of 21 preschool teachers working in German preschools. The results show that teachers partially view disabilities as individual deficits of the child, partially as consequences of inadequate environmental conditions, and partially as something to be avoided and deconstructed. Most teachers combine multiple understandings of disability. Overall, the results indicate that a significant number of teachers hold a mindset shaped by the assumption of two distinct groups: those with and those without disabilities (dual-group theory). The results are discussed in the context of current debates on educational inclusion and the dual-group theory.