Under the UN Convention on the Rights of Persons with Disabilities, Germany has committed itself to granting all students, including those with mental and physical disabilities, access to all general educational institutions. This thesis wants to show which chances but also difficulties, limits and problems inclusion represents.
In order to create a better understanding, inclusion is defined and described how it differs from integration. The chapter concludes with an outline of inclusion in school education in Germany.
In the next chapter, the opportunities of inclusion are presented. It is divided into the categories of "opportunities for students," "opportunities for the institution school," and "opportunities for society" to provide a better overview and a more nuanced view. Afterwards, the limitations, risks and difficulties of inclusion will be highlighted. Finally, possibilities will be shown how inclusion can succeed.
Table of Contents
1 Introduction
2 What is inclusion
2.1 Definition of exclusion
2.2 Definition of integration
2.3 Definition of inclusion
2.4 Differences in inclusion/integration
2.5 Inclusion in school education
3 Opportunities for inclusion
3.1 Opportunities for pupils
3.2 Opportunities for the institution of schools
3.3 Opportunities for society
4 Limits, risks and difficulties of inclusion
4.1 Limits, risks and difficulties for pupils
4.2 Limits, risks and difficulties for the institution school
4.3 Limits, risks and difficulties for society
5 How can inclusion succeed?
6 Final consideration
7 Bibliography
Objectives and Key Themes
This paper aims to examine the opportunities, limits, risks, and difficulties associated with the implementation of inclusion within the German school education system. It investigates how shifting from a selective system to an inclusive one impacts pupils, schools, and society, while considering the requirements set by the UN Convention on the Rights of Persons with Disabilities.
- Definitions and theoretical distinctions between exclusion, integration, and inclusion.
- Potential benefits of inclusive schooling for individual learners and the social climate.
- Analysis of structural and pedagogical challenges for schools and teachers.
- Societal implications and the necessity of appropriate resource allocation.
- Conditions for successful implementation and the role of teacher training.
Excerpt from the Book
3.1 Opportunities for pupils
The present section of the thesis is intended to shed light on opportunities and positive aspects of inclusion for pupils. What possible advantages and opportunities can result from joint inclusive schooling? In addition, it will be shown which factors speak for an inclusive schooling of pupils (with and without special needs) and why these should not be dispensed with.
A very frequently mentioned advantage of inclusive schooling is the acquisition of social skills. Learning together promotes social skills such as helpfulness and tolerance, which can be explained, among other things, by the cooperative forms of learning that are often used in inclusive teaching. Through joint learning at stations, project work and other methods of inclusive didactics, the students learn not only specialist knowledge, but also consideration and cooperation (cf. Reimann, 2014). The sense of responsibility of stronger pupils towards lower-performing pupils is also strengthened (cf. Tovar, 2017). These acquired social skills have a positive effect on the climate in the learning group and thus enable better learning.
The academic performance, both of pupils with special needs and without special needs, is also to be improved through inclusion. Brain researcher Gerald Hüther even claims that inclusion makes you smart. He justifies this with the more complex social situations and the associated more diverse development and learning opportunities (cf. Hüther, 2008). Various studies also show that the performance of students in inclusive settings does not deteriorate or even improve. Many parents, school administrators and teachers fear that non-disabled pupils would be hindered in their cognitive development by pupils with special needs and that this would have a negative impact on their performance development. This has been proven not to be the case, as several studies have shown. Non-disabled students in inclusive settings are just as good as students in non-inclusive classes.
Summary of Chapters
1 Introduction: Introduces the commitment of Germany to the UN Convention on the Rights of Persons with Disabilities and outlines the structural plan of the thesis.
2 What is inclusion: Provides definitions of exclusion, integration, and inclusion, and describes the current status of inclusion in German education.
3 Opportunities for inclusion: Analyzes the positive aspects of inclusion regarding academic and social benefits for pupils, schools, and society at large.
4 Limits, risks and difficulties of inclusion: Discusses the criticisms and challenges, including potential stigmatization, lack of resources, and the burden placed on teachers.
5 How can inclusion succeed?: Explores necessary prerequisites for success, focusing on political support, resource allocation, and reform in teacher training.
6 Final consideration: Summarizes the controversial debate and suggests a sober, empirical path forward for future inclusive school developments.
Keywords
Inclusion, Integration, Exclusion, UN Convention, Special Needs, School Education, Heterogeneity, Social Skills, Academic Performance, Teacher Training, Educational Policy, Human Rights, Disability, Diversity, Resource Allocation
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on the implementation of inclusion in the German school system, weighing the opportunities against the risks and challenges in light of the UN Convention on the Rights of Persons with Disabilities.
What are the central themes discussed?
The central themes include the definitions of inclusion versus integration, the developmental benefits for pupils, structural obstacles in the current German school system, and the pedagogical requirements for success.
What is the main research question or objective?
The objective is to identify which opportunities exist for inclusive education and simultaneously address the problems, limits, and difficulties that arise in practice.
Which scientific methods are applied?
The paper relies on a review of existing scientific literature, sociological and pedagogical studies, and analysis of current educational policy and empirical findings regarding school performance.
What is covered in the main part of the text?
The main part systematically breaks down the subject into the benefits for three key actors (pupils, schools, society), the corresponding risks and difficulties for these same actors, and finally, the requirements for successfully realizing an inclusive system.
Which keywords characterize this paper?
Key terms include inclusion, heterogeneity, special needs, educational reform, teacher training, and social participation.
What does the author suggest regarding special schools?
The author suggests that while inclusion is the goal, special schools should perhaps be maintained in parallel as a "protected space" for those who struggle in inclusive settings, at least until inclusive models are better refined.
How does the author view the role of teachers in inclusion?
The author emphasizes that teachers currently feel overwhelmed by the heterogeneous demands and that a major reform in teacher training—focusing on diagnosis and multi-professional team teaching—is essential for success.
- Quote paper
- Bachelor of Science Björn Arne Schnurr (Author), 2017, Inclusion in school education. Opportunities, limits and difficulties, Munich, GRIN Verlag, https://www.grin.com/document/1176823
