Inclusive Learning Struggles: Teachers Reveal Challenges in North Rhine-Westphalia
Study among educators reveals numerous obstacles to inclusive education - Barriers to Inclusion Revealed in Educator Survey
Let's dive into the nitty-gritty of the inclusive education system in North Rhine-Westphalia as revealed by a recent survey.
The survey, conducted by Forsa and commissioned by the Education and Training Association, showed that only 18% of teachers in the region find joined teaching of children with diverse abilities practical. In contrast, 32% believe it's more sensible to educate children with disabilities in special schools. That leaves 43% of teachers who believe joint teaching is generally sensible, yet they consider current conditions more suitable for special schools.
School Minister Dorothee Feller of the CDU emphasized that joint learning in regular schools and teaching in special schools should be seen as complementary elements of an inclusive education system. However, many teachers point out missing prerequisites and hurdles for successful inclusion in the classroom.
According to the survey, teachers identify a lack of specialist staff, inadequate training, and too few workshops as significant deficits. They note that staff shortages often lead to inadequate time for social interaction, hampering the achievement of social learning goals. On average, 21 students are taught in inclusive classes in NRW, which includes 4.5 children with special educational needs, making it challenging for educators to address each student's unique needs.
When it comes to staffing, nearly all (97%) of the teachers surveyed would like double staffing of a teacher and special educator in inclusive classes. However, only 2% in NRW actually work in this double staffing, with 69% reporting occasional double staffing, and 27% saying they are always alone in the inclusive class. More than 40% of the respondents noted that their school is not fully accessible.
The survey revealed that 85% of respondents are dissatisfied with the state's inclusion policy. To improve the situation, the union calls for more double staffing and multiprofessional teams, as well as modern diagnostics and support based on suitable learning materials.
Taking a broader look at inclusion, students with disabilities in Germany have the right to inclusive education, as stipulated by the UN Convention on the Rights of Persons with Disabilities. This convention aims to ensure equal participation and prevent exclusion, with the goal of reducing fears, prejudices, and fostering tolerance in society. However, factors such as accessibility, absenteeism, and digital learning tools' integration might influence inclusivity in the education system.
Stay tuned for future updates and findings on this essential matter, as the conversation about inclusive education in North Rhine-Westphalia continues.
In the context of the challenges in North Rhine-Westphalia's inclusive learning system, teachers advocate for more vocational training in areas like specialized instruction and teamwork, fostering personal growth and education-and-self-development to better address diverse abilities. Additionally, the community policy should prioritize improving the educational environment by increasing double staffing and providing adequate resources, support, and modern learning materials to ensure effective inclusion, promoting learning and social interaction for students with special educational needs.
