This Bachelor's thesis on the topic of "Inclusion - A Challenge for School Development", after explaining important basics, takes a look into the future in the last chapter and pays special attention to the further development possibilities of the school system. The work was used to ask questions, to think visions and to give impulses: How does the school system have to develop further so that it can enable inclusion? What changes could make it possible for more pupils who were previously taught at special schools or support centres to remain at mainstream schools? What concrete implementation proposals and manuals for creating an inclusive school already exist and what are their possibilities and limitations?
Table of Contents
Introduction
1. Explanation of terms
1.1 Education, educational equity and disadvantage
1.2 Heterogeneity
1.3 Inclusion
2. Historical review
2.1 General education and special education
2.2 Integration and inclusion before and after the Salamanca Declaration
2.3 Differences to integration and GU concept
3. A look into the future – further development
3.1 Further developing the school system
3.1.1 A binding model of inclusion
3.1.2 The "Index for Inclusion"
3.2 Developing the role of the teacher
3.3 Developing the role of the child in society
4. Concluding thoughts and summary
Objectives and Topics
This thesis examines the concept of inclusion within the German educational system, investigating how schools can evolve from segregated models toward inclusive environments that accommodate diverse student needs. The primary research focus is to identify necessary systemic changes, teacher development requirements, and societal adjustments to foster true inclusion, while contrasting this approach with historical concepts of integration.
- The differentiation between inclusion and historical integration concepts.
- Systemic barriers within the German educational structure.
- Implementation strategies using models like the "Index for Inclusion."
- The shifting professional role of educators in inclusive settings.
- The role and development of children's identities within inclusive school cultures.
Excerpt from the Book
3.1.1 A binding model of inclusion
The appreciation of all people in our diverse society is at the forefront of an inclusive model. At the same time, it is about "the interactions of people with each other [as well as] the opportunities for participation that they can take advantage of" (Reich 2012, 48). In order to drive change and development in the school system, a binding mission statement is a good idea, the contents and basic assumptions of which must be implemented and adhered to by all participants and groups involved. Reich provides, based on the Toronto Statement and adapted for German conditions, ten commitments and five standards that are of great importance in the design and implementation of such a binding inclusive mission statement. These commitments and standards (cf. Reich 2012, 49-53) are briefly listed below:
1) In order to ensure the implementation of the mission statement, there should be a jointly binding contract that leads to verifiable behaviour and results. This contract, in which goals and rules are clearly formulated and procedures are described, is to be concluded with all those involved and affected.
2) The heterogeneity of the school's student body and staff should reflect the diversity of society. This commitment can be seen as a starting point for their own development.
3) Curricula must "build on diversity and diversity of people's knowledge" (ibid., 50).
Summary of Chapters
Introduction: Outlines the challenge of creating an equitable German education system and sets the research goal of exploring inclusive development possibilities.
1. Explanation of terms: Defines core concepts including education, educational equity, educational disadvantage, heterogeneity, and inclusion to establish a common terminology.
2. Historical review: Examines the evolution of general and special education, focusing on the impact of the Salamanca Declaration and the conceptual differences between integration and inclusion.
3. A look into the future – further development: Discusses practical approaches to systemic school reform, the evolving role of teachers, and the changing position of children within an inclusive society.
4. Concluding thoughts and summary: Reviews the central findings and highlights remaining challenges, emphasizing the urgent need for implementation over mere theoretical debate.
Keywords
Inclusion, Educational Equity, School Development, Heterogeneity, Salamanca Declaration, Integration, Inclusive Education, Teacher Role, Systemic Change, Index for Inclusion, Educational Policy, Diversity, Special Education, Social Justice, Educational Disadvantage.
Frequently Asked Questions
What is the primary focus of this thesis?
The work focuses on the challenges and necessary developments for implementing an inclusive education system in Germany, moving beyond traditional segregated structures.
What are the core thematic fields of the work?
Key themes include educational equity, the historical distinction between integration and inclusion, the systemic restructuring of schools, and the evolving roles of teachers and children.
What is the central research question?
The thesis asks how the school system must develop to enable genuine inclusion and what specific implementation strategies can support this transition for diverse pupil populations.
Which scientific methods are employed?
The work utilizes a literature-based analysis of educational policies, declarations (such as the Salamanca Declaration), and practical implementation tools like the "Index for Inclusion."
What does the main body of the work cover?
The main body covers the conceptual definitions, the historical trajectory of special education, concrete models for school reform, and the impact of inclusion on teaching and student development.
Which keywords characterize this work?
The work is defined by terms like Inclusion, Educational Equity, School Development, Systemic Change, and Heterogeneity.
What role does the "Index for Inclusion" play in this study?
The Index for Inclusion serves as a central practical tool for self-evaluation and school development, helping institutions to identify barriers and plan necessary changes.
How is the teacher's role described in an inclusive context?
The teacher is no longer viewed as a sole entertainer in frontal teaching, but as part of a collaborative team that actively supports diversity and helps dismantle prejudices.
Why does the author argue that the German system resists inclusion?
The author argues that there is a stubborn adherence to outdated, selection-oriented structures, despite the availability of tested inclusive concepts and moral justifications.
How does the author view the child's role in future inclusive society?
Children are encouraged to develop social skills, mutual fairness, and an awareness of community, which are essential in a heterogeneous environment as opposed to the competitive "elbow society."
- Arbeit zitieren
- Stephanie Mason (Autor:in), 2012, Inclusion. A Challenge for School Development, München, GRIN Verlag, https://www.grin.com/document/1176548
