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This Wiki article provides an overview of strategies, legal background and objectives concerning the support and guidance for children with special educational needs in Germany. In March 2009, the UN Convention for the Rights of People with Disabilities came into force, particularly resulting in school legislation amendments in the federal states to allow for the inclusion of [...]
This report is the fifth in line of a series of indicator-based biennial studies of education in Germany. The federal government and governments of the federal states have commissioned an independent group of researchers to compile this account of all areas of education, which builds on previous reports while also presenting newly developed indicators. In this 2014 report, a [...]
Country data and background information for Germany (European Agency for Special Needs and Inclusive Education)
The data and country information for Germany were assessed for the European Agency for Special Needs and Inclusive Education to enable comparisons across European countries, focusing on children aged nine and students aged 15 with special educational needs.
On its website, the European Agency for Special Needs and Inclusive Education presents country dossiers for various European countries. The information for Germany addresses general aspects of the education system as well as the special focus of SNE, i.e. special needs education in the general education system framework, identification of special needs, quality indicators, [...]
Dokument von: Bundesministerium für Bildung und Forschung (BMBF)
Federal Government Report on Participation with regard to the circumstances of persons with impairments
The report presents statistical data on the situation of people with disabilities in Germany, focusing on the aspect of participationn in all areas of life, e.g. education and employment.
Dokument von: Bundesministerium für Arbeit und Soziales
The UN Convention on the Rights of Persons with Disabilities in article 24 seeks to combat discrimination of children with disabilities in the field of education by prescribing a model of social inclusion. This paper will ritically examine the sociological concept of inclusion, the German experience in implementing article 24 and the limitations of article 24 vis à vis the [...]
A profile of integration (participation) rates of people with (severe) disabilities in Germany, against the background of integration policy and legislation, covering aspects of employment rates, education levels and the issue of integration versus segregation, job training, public funding available to persons with disabilities, accessibility. The information contained in this [...]
The Representative Board members of the European Agency for Development in Special Needs Education highlighted the topic of assessment in inclusive settings as a major area of concern in 2004. It was felt that there was a need to examine the use of assessment processes within inclusive settings and highlight examples of good practice. A main question to be addressed was [...]
The Policy Guidelines for Inclusion in Education act as a resource for policy makers, teachers and learners, community leaders and members of civil society to improve and develop the inclusive aspect of schools and education systems. The guidelines also form the basis of the project `Inclusion in Action` that will, throughout 2010, collect and disseminate good practices [...]
A 2011 survey of the situation for students with a disability or chronic illness, published by the Student Services.
UN Committee on the Rights of Persons with Disabilities: Concluding observations on the initial report of Germany
Following a visit in 2015, the UN Human Rights Committee on the Rights of Persons with Disabilities published its final comments on the country report for Germany regarding the implementation of the UN Declaration on the Rights of Persons with Disabilities. Besides listing positive aspects, the summary report focuses on recommendations
In 2009, Germany enacted the UN Convention of Rights for People with Disabilities and is since committed to advancing the inclusion of disabled people in all areas of education and in employment. The author outlines the underlying concept, legislation and approaches to inclusion in VET.
Including students with special educational needs into large-scale assessments of competencies: challenges and approaches within the German National Educational Panel Study (NEPS).
The National Educational Panel Study (NEPS) as a newly set up large-scale assessment study in Germany has accepted the challenge of including students with special educational needs (SEN) into its conceptual design. Particularly, students with SEN in the area of learning (SEN-L) are oversampled within the NEPS. Their educational biographies and relevant context factors will be [...]
In 2012, an independent group of experts, NESSE, compiled a report for the European Commission summarising the situation of people with disabilities in Europe. The report highlights statistical data and reviews literature, focusing on the issue of "mainstreaming" versus special schooling of children with special learning needs.The authors gave clear recommendations regarding [...]
TU Dortmund University plays a pioneering role in Germany in the field of inclusion. It offers advisory services for students with disabilities and is reducing structural barriers, thus creating a university for all. People with disabilities and chronic illnesses are faced with a number of issues if they want to begin studying. At TU Dortmund University, these issues are [...]
PROMI is the abbreviation for the German project title 'Promotion inklusive' that can be translated to 'inclusive doctorate'. The PROMI Project provides 45 severely disabled graduates with the possibility to attain a doctorate degree. An annual 15 additional part-time jobs for doctoral students have been created, one at each of 21 partner universities in [...]
As German partner in a Europe-wide project on the organisation of provisions for inclusive education, a Flensburg school and its approach are presented against the background of the German education system and school law in the federal s ta te of Schleswig-Holstein.
Insights into Sophie Scholl school in Gießen, Germany, winner of the 2009 Jakob Muth prize for successful inclusive education.
The international dimension: EU - UN - UNESCO, World Bank/WHO
The main objective of the agency is to work towards the creation of a coherent and permanent framework for extended European co- operation in the field of special needs education. Its main tasks are to collect, process and distribute information about new and innovative measures in the field of special needs education as well as to initiate research and distribute research [...]
In 2011, the World Bank and the Whorld Health Organisation (WHO) published the first report on disability, against the background of the UN Convention on Rights of People with Disabilities (UN-CRPD). The report is accessible in various languages and formats, including easy-to-read and DAISY format. It can also be accessed by chapters, e.g. chapter 7 focuses on education [...]
The Global Campaign for Education promotes education as a basic human right, and mobilizes public pressure on governments and the international community to fulfill their promises to provide free, compulsory public basic education for all people; in particular for children, women and all disadvantaged, deprived sections of society. The website informs about the annual Global [...]
Special needs education country data 2012 (European Agency for Development in Special Needs Education)
The Agency SNE data collection is a biennial exercise with data provided by the Representatives of the Agency. In all cases this data is from official Ministerial sources. All data refers to pupils officially identified as having SEN as defined in the country in question and all the data presented in this document has been collected in line with each country’s own legal [...]
In November 2013, the European Agency for Special Needs and Inclsjive Education hosted a conference on inclusive education. First results are presented as key messages for policy makers, researchers and decision makers.
The multidisciplinary 'ICT for Information Accessibility in Learning project' has developed these guidelines for the creation of accessible information for all users, including those with special needs. The guidelines are available in 26 languages and two formats (.pdf and .doc), they address written information, texts and online resources, audiovisual and image [...]
This publication provides a summary of the relevant information, collected by the European Agency National Working Partners on five priority areas. Chapter 1 deals with "Special needs education in Europe, inclusive policies and practices". It presents a global characterisation of policies and practices in the different countries; definitions of special needs/disability used by [...]
Ausgewählte Links zu dieser Seite
- in German
- and partner portal - dossieer
- Inclusion in an International Perspective: Introduction