Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

Abstract

The study examines the current state of implementation of the UN Convention on the Rights of People with Disabilites (CRPD) with regard to the inclusion of children with special needs in mainstream schools in the German states. It provides a comprehensive structural analysis of this area. Article 24 of the convention obliges the signatory states to guarantee an inclusive education system at all levels. In order to examine the extent to which the German states (Länder) implement this requirement in law and practice in their school systems, empirically measurable indicators were formed on the basis of the provisions of the CRPD. Even more than 10 years after ratification of the CRPD, the majority of the German states still face major challenges. Only a few German states are currently undergoing a process of transformation, which is why the majority of children and young people with special educational needs continue to be trained in special and segregated structures.

Long-term scarring from institutional labelling: The risk of NEET of students from schools for learning disability in Germany

“…However, in the same period, the overall share of students attending special needs schools only decreased from 4.8% to 4.2%; while the share of students classified as having SEN increased from 5.9% to 7.4%. These figures indicate a growing trend to classify students as having SEN rather than progress in inclusive schooling (see also in-depth analyses by Steinmetz et al, 2021). For students classified as having learning disabilitythe largest group among SEN students and the focus group of our studythe trend has been comparable: In 2009, 79% of them attended an LD school (KMK, 2016: 5); in 2018, it was still 44% (KMK, 2020: 5).…”

“…In 2008, Germany ratified the UN CRPD, which requires Germany to establish an inclusive school system (Steinmetz et al, 2021). Yet, the majority of students classified as having SEN are still taught in segregated schools.…”

Die Kluft zwischen Gymnasien und nicht gymnasialen Schulformen. Warum wir eine neue Schulstrukturdebatte brauchen

“…B. Steinmetz et al, 2021). Wie stark sich die Inklusionsquoten in den Bundesländern unterscheiden, wird in Abbildung 1 auf der folgenden Seite verdeutlicht.…”

Aufholen nach Corona? Maßnahmen der Länder im Kontext des Aktionsprogramms von Bund und Ländern

“…B. Steinmetz et al, 2021;Edelstein & Nikolai, 2013). Es mag in gewissen Besonderheiten unserer Untersuchung begründet sein, dass unsere Interviewanfragen in einzelnen Kultusministerien mit Zurückhaltung aufgenommen wurden, allem voran, dass sich unser Untersuchungsinteresse auf ein laufendes Programm richtete und die Länder in ihrer Gesamtheit in den Blick genommen werden sollten und nicht -wie häufig der Fall -eine Auswahl von ihnen.…”