You will find links to English language resources on special educational needs and inclusive education in Germany here - legal framewwork, institutions, good practice examples.
In Germany, support and guidance for people with disabilities is ensured by a legal framework, subject to the Basic Law (Grundgesetz) and the Social Code (Sozialgesetzbuch). Furthermore, the United Nations Convention on the Rights of Persons with Disabilities entered into force in Germany in March 2009. The federal government and the Länder states have since taken measures to guarantee the human rights of persons with disabilities; prevent discrimination against persons with disabilities; and take appropriate legislative, administrative and other steps to achieve the objectives of the Convention. In education, school legislation was amended respectively newly adopted to allow for the inclusion and support of students with disabilities into the mainstream education system.
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.
This 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 special needs children in mainstream [...]
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 special thematic focus probes the [...]
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, the development of inclusion, teacher [...]
Dokument von: Bundesministerium für Bildung und Forschung (BMBF)
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 Germany in the years 2013 to [...]
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 addressed and students are given the [...]
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 Right to Education in the [...]
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 results within this area. The Agency [...]
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 how to move from a
deficit (mainly [...]
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 summary was compiled by the [...]
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 assessed longitudinally based on [...]
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.
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 from all over the world in order to [...]
Summary of findings from a survey of students with disabiliities or chronic conditions run in the winter semester 2016/17 to ascertaihn the state of progress towards an inclusive higher education system. A first study from 2011 is followed up, addressing aspects such as choice of subject, concessions for students with disabilities .
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 the countries; the types of [...]
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 the necessary improvement of [...]
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.
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 Action Weeks and offers links and [...]
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 (inclusive education).
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 formats.