The article addresses practices of difference-making in inclusive educational settings with school assistance. Against the background of the theoretical analysis perspective of Othering, the results of an ethnographically designed study are discussed along two exemplary sequences from observation protocols. Along reconstructed powerful, regulatory practices, it is shown how the constructions of difference are framed by the decision-making and definitional power granted to the school assistants in relation to individual children. Similarly, structurally effective Othering processes become apparent, which become effective against the background of school performance and behavioral norms and the inclusive school as an institution, and show what role school assistance plays in relation to the stabilization of a less inclusive education system.