Teachers in North Rhine-Westphalia Face Hurdles in Promoting Inclusive Learning
Barriers to Inclusion: Insights from a Teacher Surveys - Research reveals numerous obstacles hindering educational inclusiveness among teachers
injuries, delays, and hostility riddle the road to inclusive education in North Rhine-Westphalia, as depicted in a recent survey conducted by Forsa and commissioned by the Association of Education and Education (VBE).
From the 520 teachers surveyed, merely 18% find a shared classroom for children with and without disabilities a viable prospect. Conversely, around 32% believe it is more plausible for those with disabilities to be educated in special schools. This data uncovered a chasm in the perception of inclusive education, with most teachers valuing it as generally beneficial but preferring special schools for students with disabilities.
Education Minister Dorothee Feller (CDU) maintains that inclusive learning and teaching in special schools should coexist harmoniously, each playing its part in fostering educational justice. Yet, numerous barriers persist, jeopardizing the successful implementation of inclusive learning strategies.
The Brick Walls to an Inclusive Classroom
Teachers voiced their concerns about insufficient specialist staff, inadequate training, and too few workshops—minority grievances echoed by VBE, the education union, as they lamented the persistent staff shortages. Teacher-student interactions are frequently deprived of quality time due to the inadequacy of staffing, resulting in unattained social learning goals.
The survey revealed an average of 21 students in inclusive classes across North Rhine-Westphalia, 4.5 of whom receive special educational support. Regrettably, this figure slightly exceeds the national average, further straining resources. A striking 97% of teachers expressed a yearning for double staffing—a union of a teacher and a special educator—in their classrooms, with only 2% reporting a full-time double staffing arrangement.
Dissatisfaction with the Government's Inclusion Policy and the Lack of Infrastructure
The dissatisfaction among teachers extended to the government's inclusion policy, as nearly 85% expressed their discontent. The union calls for more double staffing and multi-professional teams, modern diagnostics, and targeted support with appropriate learning materials.
VBE's chairwoman, Anne Deimel, expressed concern that teachers are left grappling with the challenging task of inclusive education without adequate support. The government has promised meaningful changes with investments in teaching positions, but critics claim that progress is occurring at a glacial pace.
Bridging the Divide
Inclusive education has been a fundamental right for students with disabilities since 2009, as sanctioned by the UN Convention on the Rights of Persons with Disabilities. The objective aims for equal participation, preventing exclusion, and availing more opportunities and support for students with disabilities while benefiting their peers with non-disabled backgrounds.
The ultimate goal is to dispel fears, prejudices, and increase tolerance, fostering unity in our schools. To address the myriad challenges faced by teachers in North Rhine-Westphalia, schools might collaborate with regional resources, educational institutions, and advocate for policies that support inclusive education.
Additionally, lifelong learning and non-formal education opportunities can help teachers cultivate green skills and competencies that empower them to foster inclusivity effectively. However, to tailor strategies more precisely to the needs of North Rhine-Westphalia, data or strategies specific to the region would be indispensable.
References:
- Practical challenges in designing an inclusive classroom for children with severe disabilities: A Delphi study
- Teaching students with disabilities: Science and practice
- Green skills and competences in the European Green Deal: What do we know and what are the opportunities for education and training?
- The Role of Teacher Professional Development in Sustainable Development: A Narrative Review
- The teachers' union, VBE, advocates for more vocational training and workshops to address the staff shortages and insufficient specialist staff in inclusive education, as per the findings of the recent survey.
- To bridge the gap in the perception of inclusive education and foster educational justice, Education Minister Dorothee Feller should prioritize the implementation of policies that provide resources for double staffing, modern diagnostics, and targeted support with appropriate learning materials, as suggested by the VBE.
