Lack of teachers and barriers: Inclusion in NRW is on the brink!

Lack of teachers and barriers: Inclusion in NRW is on the brink!

A current survey among teachers in North Rhine-Westphalia (NRW), which was carried out by Forsa on behalf of the Association of Education and Education (VBE), shows alarming results on school inclusion. Only 18% of the respondents consider the common lessons of children with and without disabilities to consider the shared lessons. Instead, 32%prefer that children with disabilities are taught in special schools. According to the survey, 43% of the teachers consider common information to be sensible, but under the current conditions the special schools see as more suitable.

The fact that 20% of teachers believe that regular schools could not adequately meet the needs of children with disabilities. A quarter of the teachers report that their schools are not barrier -free. The structural framework for inclusive learning is also evaluated as inadequate. Missing specialist staff as well as inadequate training and training are mentioned as considerable deficits. 97% of those surveyed want a double line -up from a teacher and a special educational force in inclusive classes, while only 2% experience this support throughout.

challenges of school inclusion

Education policy in Germany, especially in North Rhine-Westphalia, faces major challenges. Over 85% of teachers are dissatisfied with the state government's inclusion policy. This dissatisfaction could be due to the lack of special educational expertise and small learning groups, which are required by many teachers. The VBE has already suggested that more double occupations, multi -professional teams as well as modern diagnostics and suitable learning aids are urgently needed.

The state government of North Rhine-Westphalia pursues the goal of promoting students with and without need for special education support. Parents should be able to choose between general school and special school. The 9th School Law Amendment Act and the training regulations for special educational support (AO-SF) aim to ensure the legally anchored right to school in a general school. Despite these legislative efforts, a study by the Berlin Science Center for Social Research shows that the implementation of school inclusion is slow.

differences in the implementation of inclusion

Inclusion in schools sometimes shows serious differences between the federal states. Educational researchers like Klaus Klemm have extensively examined the implementation. A survey among teachers in Bavaria showed that 97% consider the current framework as not feasible in terms of inclusion. Teachers often feel left alone, and there is a lack of suitable training courses and time for individual support. In Bavaria, more than 1,100 new jobs have been created for the implementation of inclusion since 2011, but many of these positions are not adequately occupied.

This shows that despite the legal framework and political efforts, reality in schools often lags behind expectations. The challenges of inclusive education not only require political measures, but also a rethink in the practical implementation of inclusion as well as extensive investments in the education infrastructure.

For a complete presentation of the challenges and progress in school inclusion, we refer to the articles of Dewezet , School Ministry NRW and Deutsches Schulportal .