Tribulations and Triumphs of Inclusion in Schools: A Peek into German Education
Majority of Educators Endorse Inclusion in Schools, According to Poll - Teachers Support Integration of Special Needs Students in Schools: 62% of Response
In the heart of Europe, the German educational system endeavors to cater to the diverse needs of its student populace, with a special focus on integrating students with disabilities into regular classes. From bustling Berlin to the picturesque Bavaria, this endeavor is a juggling act of accessible infrastructure, supportive staff, and inclusive teaching methods.
The Union's Perspective and the Reality Check
A recent survey conducted by the Education Union (VBE) shed light on the current state of inclusion in German schools, revealing a mixed bag of opinions not only from educators but also from parents and students themselves.
- Support or Skepticism?: Although 62% of educators support inclusion in schools, only 28% find joint teaching of children with and without disabilities practical, owing to insufficient staff, large class sizes, and inadequate individual support, according to VBE.
- Beneficial but Practicality Lags: The survey reveals that 43% of educators believe inclusion is generally beneficial, but currently, special education schools seem more appropriate. On the flip side, 34% of respondents oppose inclusion in principle, advocating for special education schools.
Barrier-Free Berlin and Beyond: Access for All
Accessibility is a significant concern, with 41% of educators working in schools that are not barrier-free, a problem most prevalent in Berlin (50%) and least common in Bavaria (30%). According to VBE deputy federal chairman Tomi Neckov, the lack of accessible schools violates the right to participation and free choice of profession.
The Quest for Better Inclusive Practices
Neckov emphasizes that for inclusion to thrive, it requires adequate support, which is often lacking, as indicated by the survey. This lack of support results in nearly half of educators being dissatisfied with their state's inclusion policy, and more than a third being very dissatisfied.
- Call to Action: The VBE demands more staff, more training, more time for collaboration, and finally, barrier-free schools, highlighting the urgent need for improvement in current inclusive policies.
- Rebuilding Tomorrow: As efforts to improve inclusion continue, with a focus on teacher training, infrastructure, and support systems, the 2021 Global Disability Summit, to be hosted in part by Germany, underscores the international commitment to improving disability inclusion, which could influence local initiatives as well.
In conclusion, while Germany has made significant strides in inclusive education, there's still room for improvement. The voices of educators offer a valuable insight into the challenges and successes of these inclusion efforts, calling for a continued focus on support, accessibility, and empowerment for all students, regardless of their abilities.
[1] Institute for Education Quality (IQB), Accessible by Design - A Study of Inclusive Schools (2018)[3] Global Disability Summit, Germany to Co-host Inaugural Global Disability Summit (2021)
- The Education Union's survey reveals that while 62% of educators support the principle of inclusion in schools, only 28% find it practical due to insufficient staff and other factors, highlighting the need for improved vocational training in inclusive teaching methods.
- In the quest for better inclusive practices, the VBE calls for more staff, more training, more time for collaboration, and barrier-free schools, emphasizing that these measures are crucial not only for the success of inclusion in Germany but also for aligning with the aim of the upcoming 2021 Global Disability Summit. This underscores the importance of education-and-self-development and science in shaping health-and-wellness policies for the benefit of all members of the community.
