School Survey Highlights Inadequate Staff and resources in Inclusive Education
Dissatisfaction Among Teachers Due to Insufficient Staff for Inclusion Survey - Teacher dissatisfaction revealed in staffing survey: Inadequate staffing levels cited as major concern
Let's get real, y'all—the joint teaching of children with special needs ain't going so well, according to the Association for Education and Education (VBE) in Mecklenburg-Vorpommern. The main issues? A lack of infrastructure and personnel, as exposed by a Forsa survey of 2,737 teachers nationwide.
Now, 62 teachers from the Mecklenburg-Vorpommern area and 91 from Brandenburg took part in this survey, and the combined results showed some startling stuff. More than 2/3 of the educators in northeastern Germany view the joint teaching of children with and without disabilities as a sensible approach, which is slightly above the national average of 62%. However, 69% in the northeast admitted that they don't consider joint teaching practical under the current conditions, which is the same as the national average.
So, why's the mood so grim? Insufficient staff, inadequate material equipment, such as classroom space or lifts, and large class sizes are the primary reasons given.
Demanding Double Staffing
Now, here's a kicker—96% of the surveyed teachers in the northeast advocate for double staffing with one teacher and one special education teacher in inclusive classes. The current situation, with a special education teacher only being available a few hours a week, or not at all, is something 35% of the survey participants can relate to.
Bottom line? Teachers are left helming this inclusive education ship alone, and what they need most is more staff. Additionally, the VBE state chairman urges special education aspects to occupy a larger place in teacher training.
Understanding and Commitment from the Minister
Education Minister Simone Oldenburg (Left) understands the issue and acknowledges that additional personnel resources are necessary. The minister also confirmed that there will continue to be a network of special needs schools and comprehensive support offers through separate learning groups in the state. The deadline for introducing inclusive offers at schools has been extended by a further three years to July 31, 2030, with a focus on quality rather than speed.
Is Inclusion Feasible Everywhere?
The discourse surrounding inclusive education is multi-faceted. The CDU wants parental will to play a more significant role in inclusion, while the FDP member of parliament, Barbara Becker-Hornickel, urges the red-red state government to examine whether the inclusive claim is feasible. The AfD's education politician, Enrico Schult, calls for a change of course, while the Greens demand an inclusion summit. They call for maximum class sizes, more and larger spaces, adjustments to specialized teachers' working hours, and the establishment of multiprofessional teams.
Innovative training, an inclusive curriculum, appropriate infrastructure, community engagement, and supportive policies can help address the challenges faced in inclusive education and improve the learning experience for all students. It's vital that local solutions are tailored to meet specific needs when it comes to Mecklenburg-Vorpommern and Brandenburg.
Keywords: Inclusion, Teachers, Education, Survey, Upbringing, Mecklenburg-Western Pomerania, Children, Forsa, Brandenburg, Northeast Germany, Simone Oldenburg, School, Special Education, Class Sizes, Staffing, Policy Support
Enrichment Data
Implementing inclusive education across Germany, including regions like Mecklenburg-Vorpommern and Brandenburg, faces various challenges and potential solutions, mirroring broader national and international trends.
Challenges
- Teacher Shortage and Training: The shortage of adequately trained teachers is a significant hurdle in implementing inclusive education. Addressing this issue requires innovative study programs and quality teacher training.
- Diverse Needs and Experiences: Accommodating diverse experiences and needs necessitates supportive infrastructure and resources, such as specialized training programs and inclusive curricula.
- Societal and Policy Barriers: Societal attitudes and policy frameworks, like those impeding LGBTQI inclusive education in some countries, can hinder the progress of inclusive education.
Solutions
- Specialized Training: Developing tailored training programs for teachers can help them effectively manage diverse and inclusive classrooms.
- Inclusive Curriculum Development: Curricula should be developed to incorporate diverse perspectives and topics, fostering a more inclusive learning environment.
- Infrastructure and Resources: Ensuring schools have appropriate infrastructure and resources is crucial for supporting inclusive education.
- Community Engagement: Engaging local communities and involving parents in inclusive education initiatives can help create supportive environments for all students.
- Policy Support: Advocating for supportive policies at the state and national levels will help ensure that inclusive education is prioritized and adequately funded.
Teachers in Mecklenburg-Vorpommern and Brandenburg, as revealed in a Forsa survey, advocate for more staffing in inclusive classes, particularly double staffing with one general educator and one special education teacher. This call comes in response to the challenges faced in inclusive education due to insufficient staff, inadequate resources, and large class sizes.
For a sustainable solution, it's essential that the training of educators in these regions focuses on USB (understanding, skills, and behaviors) for inclusive education, as well as a commitment to ongoing vocational training. This will better equip them to face the diverse needs of children with and without disabilities in an inclusive learning environment.
