Kann Inklusion unter den Strukturen des segregativen Schulsystems in Österreich gelingen?

10 Jahre Regelschule – die (Neue) Mittelschule

“…4 Bereits Feuser (1989, S. 10) hat vor dem Hintergrund der Gesamtschuldiskussion in den 1980er Jahren darauf verwiesen, dass Leistungskurse das segregierende Schulsystem nicht überwinden. Die Orientierung am Modell der äußeren Differenzierung führe lediglich dazu, dass die vielgliedrige Schulwirklichkeit nach innen in die Schulen gelegt wird (dazu auch Feyerer, 2019).…”

“…In diesem Zusammenhang ist auch auf den Erhalt von Sonderinstitutionen zu verweisen, der dazu führen könnte, dass Inklusion nicht mit einer strukturellen Veränderung des Bildungssystems, sondern vor allem mit der De-Segregation von Kindern und Jugendlichen mit Behinderungen bzw. SPF in Verbindung gebracht werden muss (Feyerer, 2019).…”

Towards inclusive teachers. Processes of professionalisation of subject teachers in integration classes at secondary academic schools in Vienna: three case studies

“…From integration to inclusion: the challenges in Austria Sander (2001Sander ( , 2004 and Feyerer (2009a) state that in German speaking countries inclusion is seen as an optimised and qualitatively advanced integration. It has to be questioned in general and in particular in Austria as to what this really means.…”

“…Moreover, the possibilities for parents to choose an integration school for their children seem questionable and limited (Feyerer 2009a(Feyerer , 2009bKramann and Biewer 2015). How a child ends up in an integration class or in a special education needs school de-pends also on other factors such as: the parents' level of education (Sasse 2004;Klicpera and Gasteiger-Klicpera 2004); the attitude of school representatives (Feyerer 2009a); the number of schools that off er integration classes; and the availability and access for parents to information about integration and special education (Kramann 2012;Kramann and Biewer 2015). Th is puts into question the issue of parental choice: there are many barriers that have to be overcome before a child can attend an integration class (Kramann and Biewer 2015).…”

“…Furthermore, Feyerer (2009a) mentions that since 2001/2002 a reduction of resources can be observed, which in the long term aff ects the number of additional teaching hours, and thus the quality of education in integration classes. Additional problems are the requirement for students to have the label SEN before supplementary resources can be deployed and the lack of transparency on how a child gets (or does not get) the label of SEN (ibid.).…”