The Corona pandemic and its associated limitations pose a major challenge for schools. Numerous recent studies documented the difficulties of maintaining successful teaching-learning processes even under the changed conditions caused by the Corona pandemic. The challenges of inclusive education are intensifying with regard to disadvantaged groups. This article focuses on central characteristics of inclusive education and examines how inclusive instruction is organized under the changed conditions in times of the Corona pandemic, how multi-professional cooperation succeeds and the contribution of digital media. In the early summer of 2020, we conducted an interview study with teachers, school support staff and special needs teachers to investigate how inclusion was implemented in elementary schools in Lower Saxony during the Corona pandemic in 2020. We also examined which measures of individual support were available to the pedagogical staff and how multi-professional teams cooperated. In accordance with previous studies, we confirm challenges, such as increasing achievement differences or inadequate access to digital media.