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    Inklusion – eine unerfüllbare Vision?

    Eine kritische Bestandsaufnahme

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    Author(s)
    Graumann, Olga
    Language
    German
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    Abstract
    Criticism of the implementation of school inclusion is growing and the question arises: where do we stand after 40 years of integration and inclusion experience? The vision of school inclusion is based on three pillars: the pillar of personal, structural and material framework conditions, the pillar of professionalism and the pillar of individual requirements as well as the tailor-made choice of school for the benefit of the child. The basis for the pillars is inclusion on a societal level. All three pillars currently have too many shortcomings to support the “inclusion” umbrella. Among other things, parents of children with disabilities who attended an integration class around 25 years ago were interviewed for the book. The school career of their children shows that integration into elementary school and comprehensive school is possible and successful if the necessary framework conditions are in place. However, interviews about the current experiences with school administrations, teachers and parents regarding inclusive schooling show how complex and contradictory inclusion is perceived by those affected and actors today and why inclusion is currently in danger of failing. Numerous practical examples of the implementation of inclusive didactics and inclusive structures in mainstream schools as well as the film accompanying the book about successful conditions for inclusive work in a primary school should encourage people to continue on the path to inclusion despite all the adversities.
     
    Die Kritik an der Umsetzung schulischer Inklusion wächst und es stellt sich die Frage: Wo stehen wir nach 40 Jahren Integrations- bzw. Inklusionserfahrung? Die Vision schulischer Inklusion steht auf drei Säulen: der Säule der personellen, strukturellen und sächlichen Rahmenbedingungen, der Säule der Professionalität und der Säule der individuellen Voraussetzungen sowie der passgenauen Schulauswahl zum Wohle des Kindes. Die Basis für die Säulen bildet die Inklusion auf gesellschaftlicher Ebene. Alle drei Säulen weisen derzeit zu viele Mängel auf, als dass sie das Dach „Inklusion“ tragen könnten. Unter anderem wurden für das Buch Eltern von Kindern mit einer Behinderung interviewt, die vor rund 25 Jahren eine Integrationsklasse besucht haben. Die Schullaufbahn ihrer Kinder zeigt, dass Integration in die Grundschule und die Gesamtschule möglich und erfolgreich ist, wenn die erforderlichen Rahmenbedingungen gegeben sind. Interviews über die gegenwärtigen Erfahrungen mit Schulleitungen, Lehrenden und Eltern bezüglich inklusiver Beschulung zeigen jedoch, wie komplex und widersprüchlich Inklusion von Betroffenen und Akteuren heute wahrgenommen wird und woran Inklusion derzeit zu scheitern droht. Zahlreiche Praxisbeispiele zur Umsetzung einer inklusiven Didaktik und inklusiver Strukturen in Regelschulen sowie der zum Buch gehörende Film über Gelingensbedingungen inklusiven Arbeitens in einer Grundschule sollen Mut machen, den Weg zur Inklusion trotz aller Widrigkeiten weiterzugehen.
     
    URI
    https://library.oapen.org/handle/20.500.12657/57753
    Keywords
    Inklusion;Inklusionskritik;Inklusive Didaktik;Integration
    DOI
    10.3224/84742231
    ISBN
    9783847422310, 9783847412595
    Publisher
    Verlag Barbara Budrich
    Publisher website
    https://budrich.eu/
    Publication date and place
    2018
    Classification
    Educational strategies and policy: inclusion
    Pages
    303
    Rights
    https://creativecommons.org/licenses/by/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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