Based on the results of the projects "Structural Problems of Inclusive Child Care" (Hauck 2014) and "Inclusion as a Challenge for Inclusive Day Care" (Trescher 2018), the paper at hand discusses the challenges of pedagogical practice in inclusive settings. By means of structural analyses, we show to what extent mechanisms of regulation and surveillance on all structural levels of inclusive day care (personnel, architecture and design, daily routine) - as practices of subjectivation - affect children with disabilities. Using ethnographic analyses, which give insight into the daily routines of inclusive day care, we reflect upon central ambivalences of pedagogical practice in these settings. Finally, this paper aims at broadening the discourse on inclusive day care of children with and without disabilities by presenting empirical research. In this way, the paper brings attention to (a) practices of subjectivation, which result from disabling structures, and (b) ambivalences of pedagogical practice, which so far have not been sufficiently reflected upon.