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Workshop Social Work

Workshop Social Work. Inclusiv Education: Ending Exclusion and Segregation in the Educational System?. 1. Present Situation in Germany. Ratification of the UN- Disability - Convention on 03/26/2009;

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Workshop Social Work

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  1. Workshop Social Work Inclusiv Education: Ending Exclusion and Segregation in the Educational System?

  2. 1. Present Situation in Germany • Ratificationofthe UN-Disability-Convention on 03/26/2009; • Integration in somecases - from inclusion still far away (see Häberlein-Klumpner 2009, 42); • 16 Bundesländer with different schoolsystems; • More than 480 000 childrenandyoungpeoplewith "specialneeds" (over 390 000 tospecialschools, almost 89 000 in publicschools); • 6% of all pupilsattend 9 different typesofspecialschools (trendisup); • 2.6% withpriority "learning" (with a high socialselectionand a high proportionofmigrantchildren) (seeSaldern 2009, 72); • Bavaria: after 4 yearsofprimaryschool, childrenaredividedintofour different typesofschools; only 30 inclusionschoolsofover 4000 at all. (Statistical figures : see KMK 2009, 275; Wenzel, Tollkühn 2011).

  3. Vernor Munoz (inspector of the UN Human Rights Commission of Education) assessed the German situation in 2009: „… It is the early and premature selection of children after only four years of learning together in primary schools. It is the classification of children according to different school types that produces multiple effects of social disadvantage, discrimination and exclusion, especially for children with social deprivation, migrant background and disabilities. …” (Munoz 2009, 7)

  4. 2. Strategies, Policies and Regulations regarding inclusive Education in the EU • „ET 2020“(based on the Lisbon Strategy): - Strategic framework for education and training; - essential to the development of today's knowledge society and economy. • Four strategic objectives: 3. Promoting equity, social cohesion and active citizenship - to enable all citizens to acquire and develop skills and competences needed for their employability, which support further learning, active citizenship and intercultural dialogue; - Educational disadvantage should be addressed through high quality inclusive and early education.

  5. 2. Strategies, Policies and Regulations regarding inclusive Education in the EU • Efficiency and equity in European education and training systems (COM (2006) 481) - Reforms of education must be laid on the principles of efficiency and equity - to allow access to education and training for everyone; - Early tracking has especially negative effects on the achievement levels of disadvantaged children; - The most important factors for efficiency and equity are the quality, experience and motivation of teachers and the types of pedagogy they use. • COMMISSION STAFF WORKING PAPER „SCHOOLS FOR THE 21ST CENTURY“ How can school systems best respond to the need of promoting equity, to respond to cultural diversity and to reduce early school leaving? With „A School for all“ (COM 2007, 8).

  6. Implementation of EU strategies, policies and regulations in Germany • The German Steady Conference of Ministers of Culture and Education has published recommendations for inclusive education in Dec. 2010, the important point at this paper is the real inclusive (systemic) estimate, varied from integration. • Bavaria: Passage in the education law of "active participation" should be deleted (see Özlü, Ercin 2011); • In the last years Germany had invested more in pre-primary education (language support; providing more childcare places ect.); • Expansion of all-day classes and schools ensure equal access for young people to high quality education and training at all levels, and to promote better links between formal education and non-formal learning;

  7. 3. Integration or Inclusion? • Integration: Integration devides between „children with special education needs“ and such without. (Schumann 2009) • The practice of integration is seen in a critical light, because it is opposed by the compression of a unchanged traditional school. (seeBooth/ Ainscow 2002, 3). • Salamanca Declaration in 1994: Beginning spread of the concept of inclusion; • Inclusion: No inclusion without changing the system of education!

  8. 3. Integration or Inclusion? Sander distinguishes three meanings of 'inclusion': • Inclusion synonymous with integration; • Inclusion as an optimized integration; • Inclusion as an optimized and extended integration and sees the third point as a pioneering concept of current and future developments (see Sander 2004, 11f).

  9. Index for Inclusion • „Inclusion involves change. It is an unending process of increasing learning and participation for all students. It is an ideal to which schools can aspire but which is never fully reached. But inclusion happens as soon as the process of increasing participation is started. An inclusiv school is one that is on the move. Further: • Valueing all students and staff equally, […] • Increasing the participation of student in, and reducing their exclusion from, the cultures, curricula and communities of local schools, […] • Reducing barries to learning and participation for all students, […] • Viewing the difference between students as resources to support learning, rather than problems to be overcome, […] • Recognizing that inclusion in education is one aspect of inclusion in society.

  10. 4. Examples of Good Pracitice in Germany • Kreuzberger Primary School: 04/2011 PAD of KMK distinguishesitforits COMENIUS school- partnerships. Withstafffrom partner- schools in Norway, France, Cypris, Czech Republik andFinlandtheycooperatedto bring forwardtheschooldevelopmentthrough European teamwork. The partnersconcentrated on realizingtheprincipleofinclusion in theweek-dailyschoolsreality. (www.kmk.org)

  11. Comenius 2.1. ProjectEU-Mail (EUropean Mixed Ability and Individualised Learning) • core question: How can teachers support individualised learning in mixed-ability groups? • 13 institutions from five European states worked together (England, Germany, Sweden, Finland, Norway); • They get to know and to share best practice in the partner countries by observation of classroom teaching and interviews of teachers, pupils, and parents; • key result: pupils must be the subject of their own learning; • leading to developing modules for teachers education and in-service training; • 70 moderators for teachers education were trained in 2007; • Running time of the project was October, 2004, to August, 2006. (see: eu-mail.info 2011)

  12. 5.Limits of Inclusion – Our Stance • The ambivalence between separation, with is still at the mind of staff and parents, and a vivid inclusion is still a great challenge. (Wenzel, Tollkühn 2011) • Specials needs and curriculum for staff, which they could get at their own development, is still vacant. (same source) • In Bavaria the separation is not yet finished with the last laws.(s.s.) • Inclusion is above all a construct of perception. Constructivistic and systemic view is part of responsible and reflected teachers mind. But it is a long and difficult process for really understanding the meaning of this view. • More or better development for teachers is in vain, if the number of staff is not increased • Higher – faster – more extensive: Does the age of narcissm exclude social aims?

  13. Don´t worry, be happy • Happy childhood: Thankyouforyourperception

  14. Literaturverzeichnis I Com (2006) 481: Communication from the Commission to the Council and to the European Parliament of 8 September 2006 on Efficiency and equity in European education and training systems. Com (2007) COMMISSION STAFF WORKING PAPER. SCHOOLS FOR THE 21ST CENTURY. http://ec.europa.eu/education/school21/consultdoc_en.pdf (15.5.11). (ET 2020)Education and Training 2020 Council Conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (ET 2020) [Official Journal C 119 of 28.5.2009]. http://europa.eu/legislation_summaries/education_training_youth/general_framework/ef0016_en.htm (15.5.11). eu-mail.info (2011) About the Projekt. Projekt Summary. Background. Objektives. http://eu-mail.info/project/index.htm (17.5.11). Häberlein-Klumpner, Ramona (2009) Separation – Integration – Inklusion unter problemgeschichtlicher Perspektive. In: Thoma, Pius; Rehle, Cornelia (Hrsg.) Inklusive Schule. Leben und Lernen mittendrin. S. 35 – 44. Bad Heilbrunn: Julius Klinkhardt. Happy Childhood: http://web.ard.de/galerie/content/nothumbs/default/800/html/1083_7658.html KMK (2009) Das Bildungswesen in der Bundesrepublik Deutschland 2009 - PDF-Dateien http://www.kmk.org/dokumentation/das-bildungswesen-in-der-bundesrepublik-deutschland/dossier-deutsch/publikation-zum-download.html (21.4.11). KMK (2011) http://www.kmk.org/no_cache/presse-und-aktuelles/meldung/kreuzberger-grundschule-fuer-europaprojekt-geehrt.html (Zugriff 15.05.2011)

  15. Literaturverzeichnis II Özlü, Ercin (2011) Regelschulen öffnen sich für Behinderte. Artikel im Landsberger Tagblatt Nr. 73 vom 29.3.2011. Munoz, Vernor (2009): Foreword In: Höhmann, Katrin; Kopp, Rainer; Schäfers, Heidemarie; Demmer, Marianne (Hrsg.) Lernen über Grenzen. Auf dem Weg zu einer Lernkultur, die vom Individuum ausgeht. S. 7 - 8. Opladen & Farmington Hills: Barbara Budrich. Sander, Alfred (2004) Inklusive Pädagogik verwirklichen – Zur Begründung des Themas. In:Schnell, Irmtraud; Sander, Alfred (Hrsg.) Inklusive Pädagogik. S.11-22. Bad Heilbrunn: Julius Klinkhardt. Schumann, Brigitte: Wenzel, Klaus; Tollkühn, Frank (2011): Inklusionsidee erfordert konsequentes Handeln auf: http://bildungsklick.de/pm/78577/inklusionsidee-erfordert-konsequentes-handeln/ (Zugriff 18.05.2011)

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