Teachers urgently demand better support for inclusion in schools!

Teachers urgently demand better support for inclusion in schools!

A current survey by the Association of Education and Education (VBE) shows that many teachers are in favor of inclusion in schools. According to the results, 69 percent of the teachers surveyed report that they consider the learning of children together with and without disabilities. This is an increase of six percentage points compared to five years ago. Nevertheless, the practical implementations of inclusion are challenging. Only 28 percent of teachers consider the current implementation to be practical, which indicates significant difficulties in everyday life.

One of the greatest challenges is the lack of personnel. According to the deputy VBE chairman Tomi Neckov, the class size remains the same in two thirds of the cases, although students with special educational needs are added. The reality shows that the desired double line -up with special educators is only realized in another third of the cases. In addition, only 20 percent of the teachers can report that challenging situations can be mastered by supporting measures.

deficits in training and equipment

An alarming result of the survey is that two thirds of the teachers state that the topic of inclusion was not treated in their training. Practically half of the respondents report not to have acquired any special educational knowledge. Even if more than half have already attended further training, it seems to be lacking in time and suitable offers in order to achieve the necessary competence. A further aspect is illuminated the structural accessibility: only 19 percent of schools are completely barrier -free, while 41 percent of teachers work on institutions that do not meet the necessary standards.

Especially in Baden-Württemberg, the results of the survey, which was created by the Forsa opinion research institute on behalf of the VBE, show a split image. Only 23 percent of teachers consider the shared teaching of children with and without disabilities to be practically useful. Most teachers, almost 75 percent, support lessons in special schools. The urgent need for action in this area shows that only 12 percent of teachers have well -founded special education knowledge. It is also astonishing that a third of the teachers have never participated in further training on the subject of inclusion.

political and social challenges

critical voices, such as those of Tübingen's Mayor Boris Palmer, demand bundling the resources for special schools, since the current implementation of inclusion is perceived as inefficient. Constructive approaches are hindered by the continuing structural defects. VBE state chief Gerhard Brand speaks of insufficient equipment and rising class sizes that make it difficult to carry out inclusive lessons. Here he emphasizes the need for smaller classes, targeted further training and more time for teachers to ensure successful inclusion.

The implementation of the UN Convention on the Rights of Disabilities, meanwhile, loses credibility due to systematic violations in several federal states. A step backwards have been observed in the federal states such as Baden-Württemberg, Bavaria and Rhineland-Palatinate since the convention came into force in 2009. While Bremen, Lower Saxony and some other federal states make progress in the transformation of special school systems towards inclusive regular school offers, other federal states stick to the existing systems and refer to the right to vote.