The aim of this paper lies in sharing the findings of a study that focused on the action domains and practices of civic education reflecting the concept of inclusion. To arrive at the purpose, this paper identifies following themes: the concept of inclusion, action domains and practices of civic education related to interculture, disability, unification problem, and implications of Beutelsbach Consensus for the practice of an inclusive civic education. The result of this research may be formulated as follows: First, the concept of inclusion, which exists as an antonym of exclusion, is oriented to a society, in which everyone can participate or be concerned. Second, regarding the civic education related to interculture, while inclusive policy puts emphasis on cultural diversity on the one hand, it can’t give up interculurality putting the common value basis into practice on the other. Third, with regard to the civic education related to disability, it is necessary to connect political state of affairs and problems with life world and interests of learners, but also keeping in mind on the other the difficulties of empowerment related to inclusion on the fundamental level. Fourth, as for the civic education related to unification problem, especially in dealing with the theme “history of former East Germany after German unification”, an anti-totalitarian consensus may be postulated in the dimension of clarifying the limitations of the principle relevant to controversial issues. Fifth, it seems to be needed a reflection on the implications of Beutelsbach Consensus for the practice of inclusive civic education, in the sense of comprehensive analysis and assessment of the above-mentioned three action domains and practices.