Unfiltered Truth: Teachers' Perspectives on School Inclusion revealing the cold hard facts
Majority of Educators Back School Inclusion by 62% in Recent Poll - Majority of Educators Support Inclusion in Schools, According to Survey Results at 62%
From the classrooms of Germany
Despite the push for inclusion in Germany's education system, the recent survey by the Education and Training Union, involving 2,737 teachers, paints a rather bleak picture. The cold hard facts indicate that 62% of educators support inclusion, but only 28% see practical value in mixed classrooms of children with and without disabilities.
In a concerning shift, one percentage point from the previous 2020 survey, the main culprits for this limited support are insufficient staff, large class sizes, and inadequate individual support according to the union. The frustration is palpable, especially for those working in schools that are not barrier-free, a situation that was most prevalent in Berlin (50%).
Against the background of these challenges, only 43% of educators believe inclusion is fundamentally beneficial, while 34% oppose inclusion in principle, preferring to maintain special education schools. The call for change is loud and clear: more staff, more training, more time for collaboration, and finally, barrier-free schools. And the statistics don't lie—nearly half of surveyed educators are dissatisfied and over a third are very dissatisfied with their state's inclusion policy.
But what about the grander scheme? Does Berlin stand out amongst the rest of Germany, or is this a nationwide issue? Looking beyond the headline figures, Berlin might indeed face steeper challenges as it grapples with creating more inclusive learning environments. But the lack of barrier-free schools is far from isolated, with one out of three educators nationwide operating under the same circumstances.
As we stand at the precipice of change, one question remains: Can inclusion succeed without adequate support? The answer, according to Tomi Neckov, deputy federal chairman of the Education and Training Union, is a resounding no. And, the improvements since 2020, albeit marginal, are simply not substantial enough.
Insights gleaned from the enrichment data- Policy Frameworks and Cooperation: Inclusion in German schools is increasingly emphasized at the national, state, and local levels through the integration of UNCRC into legal frameworks and fostering dialogue amongst federal, state, and local stakeholders.- Cross-Sectoral Collaboration: Recent initiatives, such as peer-learning activities, have highlighted the importance of cross-sectoral collaboration at various levels to support inclusive practices.- Commitment to Equal Opportunities: Efforts are ongoing to improve access to social infrastructure and equal opportunities for all children, with a special focus on disadvantaged groups.- Challenges of Inclusion: Ongoing problems include the need for better coordination, communication, and addressing resource and training gaps, as well as discrimination faced by various groups.
[1]: Collaborative Action for Inclusive Education (CAFIE)[2]: Ending discrimination against LGBTQI learners in schools[3]: Inclusion in German Schools: Challenges and Achievements[4]: National Action Plan Committee and Service and Monitoring Office at the German Youth Institute (ServiKiD)[5]: Inclusive Education Policies in Germany
In light of the bleak picture revealed by the recent survey of German teachers, it's clear that community policy changes are necessary to support vocational training for educators addressed in the education-and-self-development and general-news sectors.
The Union's findings highlight the urgent need for improvements in staffing, class sizes, individual support, and access to barrier-free schools. These challenges hinder inclusion and vocational training in schools across Germany, not just in Berlin.
