The integration with learning difficulties and students with disabilities provides education in the coming years with considerable challenges. That was the main in Berlin presented the report “Education in Germany 2014”, the inclusion of the subject devotes a focus. The authors cautioned it against premature to seek a closure of special schools.
According to the report, which was created under the auspices of the German Institute for International Educational Research (DIPF), the number of children and young people who need special education, hardly changed in recent years. Currently it stands at around 493,000 students. Because of demographic changes increased in percentage of the total student body, however, to 6.6 percent, in 2000, he was still at 5.3 percent.
The UN Disability Convention obliges States to establish at all levels an education system, educational or otherwise disabled pupils and students are involved in the normal operation in the learning. This topic is for years the federal government and all provinces.
4.8 percent of these students visited this country in the school year 2012/13, a special needs school. 1.8 percent of them went on general education schools, which was a doubling over the past twelve years. “Learning together is more and more normal,” said the President of the Standing Conference (KMK), Sylvia Löhrmann (Green), at the launch of the report in Berlin.
However, the high proportion of students in the regular conveyor system arises primarily by the fact that children are still brought up with and without disabilities together, especially at a young age. In primary school, about 44 percent of the children are taught with “special needs” together with the other, in the secondary one, this proportion drops to about 23 percent.
In vocational education, the authors lament the high rate of dropouts among people with disabilities, although many would care about these in separate training courses.
The increase in the proportion of students with special education needs put the education system faces challenges, said education researcher Marcus Hasselhorn from DIPF in Berlin. Proposals, to dispense with special education institutions, consider the authors’ group “for a path that would throw the baby out with the bath water”. It must be clarified, “for which students we sometimes also need permanent special facilities”.
Given the many open questions announced Federal Research Minister Johanna Wanka (CDU) in 2015 to a research funding program for inclusion. The CMC will prepare future teachers in their training on the new requirements, such as the Minister of Culture decided in Berlin. “We need well-trained educators and teachers who can deal with diversity”, Löhrmann said in Berlin.
The authors of the education report also pointed to the difficulties to calculate the financial cost for the joint training of disabled and non-disabled people. Critics fear an overload of teachers, unless additional resources are used in the schools. This most schools can not afford to date.