Background: In recent years there has been a growing interest in the inclusive school. This is also the case in Denmark. This interest is mainly spurred by two agendas for schooling: the first being the Salamanca Declaration: the assurance of education for all. The second being a political demand: the number of pupils being referred to special education must be reduced. The process of implementing the inclusive school has turned out to be a challenge. Furthermore it has become apparent that there exist diverse comprehensions in the discourse of inclusion of what it means to be inclusive. In our practical training as school psychologists we both experienced what problems exist in implementing the inclusive school. The purpose of this paper is not to solve a problem but to form an understanding of the potential conditions for and conceptions of learning, inclusion/exclusion that is implicated in the different discourses concerning the inclusive school. Method: In answering the thesis statement we used a descriptive, hermeneutic approach. The thesis was based on a social constructivist philosophy of science as well as a socio-cultural understanding of the human becoming (and being). In analyzing our problem we used theoretical sources of knowledge. In analysing the post-modern society and its influence in school development, we used sociologist theorists Anthony Giddens and Ulrich Beck. In addition we used the Danish theorist Dion Sommer and his theory about the new conditions for children and living in a post-modern society. In analyzing the learning aspect in our thesis statement we took use of Etienne Wenger and Jean Laves theory about situated learning in practice. In analyzing the inclusion and exclusion aspect of our thesis statement we used Michel Foucaults theory about power. In addition to this we introduced the results from a study inspired by the theory of Pierre Bourdieu to illustrate the social selection which takes place in school when students work in groups. At the end of the thesis we discussed the findings in relation to the psychologist and his work in practice. Here we took use of Pierre Bourdieus theory of habitus and field. Furthermore we used theories by Ole Dreier and Donald Schön concerning the necessity of the psychologists’ ability to reflect in their own practice. Conclusion: We found that the Danish school system contains a range of paradoxes. The content of these different paradoxes apparently seem to co-exist in the Danish school system. This concerns aspects in both learning and inclusion/exclusion. The paradoxes are mainly motivated by the normative testing on one hand and the aim to include and meet the needs of all types of students in the normal teaching on the other. Furthermore we found that the individual testing also works against the aim for the students to learn together in communities of practice. Through the thesis we achieved and demonstrated an understanding of the complex wider picture of inclusive schooling and the need to be aware of the paradoxes herein if we want a chance to succeed in moving towards inclusive schooling.