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Z Kinder Jugendpsychiatr Psychother. 2015 Jul;43(4):243-52; quiz 252-3. doi: 10.1024/1422-4917/a000361.

[International aspects of inclusion in schools].

[Article in German]

Author information

1
1 Klinik für Psychiatrie, Neurologie, Psychosomatik und Psychotherapie im Kindes- und Jugendalter der Universitätsmedizin Rostock.

Abstract

The term inclusion (=admittance, involvement) is used almost synonymously for the concept of the joint schooling of children with and without intellectual disabilities, language disabilities, physical handicaps, or mental disorders. This article addresses the current state of inclusion in Germany as well as the international situation, such as the Salamanca Declaration of the UNESCO, the «Individuals with Disabilities Act» (IDEA) in the United States as well as European developments, particularly in Great Britain, Austria, and Russia. Even though, from a political perspective, the decision in favor of inclusion seems irreversible, there appears to be a lack an agreement on the modality and timeframe. Thus, the average percentage of students with special education needs in Germany amounts to only 28.2%. The reasons behind this situation are presently being analyzed and discussed. A question of key importance concerns the benefit for the persons concerned, since that should be the measure of the success of inclusion. This question will most likely be validly answered only for individual subgroups of disabilities. This field still requires extensive research.

KEYWORDS:

Vor- und Nachteile; advantages and disadvantages; inclusion in schools; intellectually disabled children; intelligenzgeminderte Kinder; schulische Inklusion

PMID:
26118812
DOI:
10.1024/1422-4917/a000361
[Indexed for MEDLINE]

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