Inclusion is far from smooth sailing in North Rhine-Westphalia
Teacher survey discloses numerous obstacles towards inclusivity - Barrier Analysis of Educators Outlines Inclusion Challenges
Yo, let's talk about the reality check of inclusive education in North Rhine-Westphalia (NRW). A recent survey by Forsa, commissioned by the Association for Education and Training, reveals some troubling findings.
The 411:A whopping 18% of teachers in NRW considers joint learning for kids with and without disabilities a pipedream. Around 32% believes it's best for kids with disabilities to attend special schools, while a third (33%) considers joint learning generally suitable, but not under current conditions.
What's the score, Dorothee?Education Minister Dorothee Feller (CDU) views joint learning in regular schools and teaching in special schools as two pieces of a well-rounded, inclusive education puzzle. "Both make an important contribution to achieving educational justice," she emphasized.
Challenges, oh boy:Many teachers pointed out the lack of resources and obstacles that hinder successful inclusion in the classroom. The Association for Education and Training criticized that due to staff shortages, there isn't enough time for social interaction, making it difficult to achieve social learning goals.
Ouch! Did they mention the size of the classes? Around 21 students are taught in inclusive classes in NRW, with an average of 4.5 children requiring special educational support. This is slightly less favorable than the national average. Nearly half of the respondents reported that their school is not accessible.
What teachers want:Almost all (97%) of those surveyed wished for double staffing—a teacher and a special education teacher—in inclusive classes. However, only 2% in NRW reported working in this setup full-time. 69% said there is sometimes a double staffing, while another 27% is always alone in the inclusive class.
The state's got one hell of a job to do:Many teachers feel left hanging, as around 85% expressed dissatisfaction with the state's inclusion policy. To improve the situation, the union rallied for better double staffing, multi-professional teams, modern diagnostics, appropriate support materials, and an end to the absence of barrier-free schools.
The government's take:The Ministry of Education stated that inclusion is a significant educational goal of the state government. They plan to achieve this through massive investments, including thousands of additional teaching and social pedagogical positions and increased inclusiveness allowances for municipalities.
It's not all doom and gloom:The UN Convention recognizes the right to inclusive education. The goal is to provide children with disabilities more opportunities and support, while non-disabled peers benefit from social learning, reducing prejudices and fostering tolerance.
Sources:1. Physical Accessibility2. Resource Allocation3. Social Acceptance and Awareness4. Legislative Support5. Infrastructure and Playground Accessibility Local initiatives
- Teachers in North Rhine-Westphalia propose a strategy for inclusive education, emphasizing the need for double staffing consisting of a teacher and a special education teacher in every inclusive class.
- To foster personal growth and learning, as well as promote education-and-self-development and social learning, the Association for Education and Training calls for better resources, infrastructures, and a comprehensive community policy that addresses the challenges in vocational training for all students in North Rhine-Westphalia.
