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English] In the context of equal opportunity, this article deals critically with the procedure of determining special educational needs and analyses based on theoretical considerations, reasons and legitimacy criteria for the over-representativeness of children with non-German native language in special schools (Förderschulen). The aggregated findings indicate migrationspecific disparities in the German school system, which are evoked by institutional selection mechanisms, such as by a processfatcat:reow2o4lirf63mbtmkgayrt4su