Inclusion in school – A real freedom of choice – District of Munich

Silwana feels her hand under the blue blanket that lies in the middle of the circle of seats. When her fingers feel something, her eyes brighten. She pulls out a book. “Please show all the children in the circle,” Ingrid Speidel asks the seven-year-old in a friendly manner. Thirty curious pairs of children’s eyes look attentively as Silwana presents her find to the group. She places the book next to a banana, a stuffed bear, a letter, a bag of pretzels, and a ball. “We say the word together,” encourages teacher Speidel. “Book” resounds from many throats, and the children clap their hands.

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The children in class 1b at the Sauerlach elementary school are learning the letter B today. “Does this object also start with a ‘B’?” asks teacher Nicole Schächtele, holding up a brush. Don’t let the children fool you: a lot more air comes out of the mouth with a “P” than with a soft “B”! Everyone draws the new letter in the air and on the back of the person sitting next to them together. Then the children split into teams of two at different stations to explore the B with all their senses. Vit and Ferdinand form colorful dough into letters, while Janis and Antonia draw with chalk on the blackboard. Christian draws his finger in the sand. When the second belly of the “B” doesn’t quite work out, Ferdinand gently takes his hand and guides it.

As much together as possible, as much separately as necessary

At the Sauerlach elementary school, children with and without intellectual disabilities can learn together. There is currently a partner class in the first and third grades, which works closely with a school class from the support center with a focus on intellectual development in Unterhaching, FZGE for short. The eight students from the FZGE are the “bears”, the 25 students from the primary school in Sauerlach are the “tigers”. Wherever it is appropriate – in sports or technical studies as well as with basic content – class teacher Nicole Schächtele and special education teacher Ingrid Speidel combine their lessons according to the principle: as much together as possible, as much separately as necessary.

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The primary school and the support center have been working together successfully for seven years. After the first cooperation projects and a joint visit to a school camp, the first partner class started in the 2015/16 school year. The two headmistresses, Astrid Langwieder in Sauerlach and Ricarda Friderichs at the support center in Unterhaching, are convinced of the project. “Children don’t know the boundaries that society draws between people with and without special needs or disabilities,” says Friderichs. “For them it’s about: Who do I like, with whom can I play well? The fact that one person can balance or read better than the other doesn’t matter that much.”

Parents should seek advice before leaving school

The right to all children being able to go to school together, regardless of their individual possibilities, is based on the UN Convention on the Rights of Persons with Disabilities. In 2011, the Bavarian law on education and teaching (BayEUG) was amended accordingly – since then every child has the right to inclusion in school, in a form of his choice. Article 30a stipulates that special educational needs “do not justify membership in a specific type of school”. Rather, pupils can “be taught together in schools of all types”.

For Friderichs, that’s a big win: “Parents have real freedom of choice.” You can decide whether your child should rather attend a special support facility such as the FZGE or go to a mainstream local school where it gets a single inclusion place and is supported by mobile special educational services. Some schools have particularly sharpened their profile in the area of ​​inclusion, where teachers for special needs education are part of the teaching staff. Before their child starts school, parents should seek extensive advice, Friderichs advises. “There are many success stories from individual inclusion, there are many success stories from support centers, there are many success stories from partner classes,” says Friderichs. Parents usually know best what is the right path for their child.

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Those involved are convinced that learning together is a win for the “bears” and “tigers” in Sauerlach. But organizing such partner classes requires a lot of effort. The cost bearers and authorities have to be won over, suitable rooms and educators who are enthusiastic about the concept are needed. Parents may well have reservations about the inclusive concept. That’s why you involve them from the start, says Rector Langwieder. Before class formation, the question is asked who would like the partner class for their child. “The children in the partner classes learn a lot about social skills and reduce their fear of contact,” she says. The headmistress cannot confirm possible fears that the level of performance or the transfer rate to grammar school could deteriorate due to the inclusive teaching.

Since autumn, tigers and bears have been able to play together after school: with the support of the Sauerlach neighborhood help, the primary school and the support center are now also offering an inclusive open all-day event for the pupils in the partner classes. It is the first of its kind in the district. Lots of new territory for everyone involved. But after the first few months, those involved in Sauerlach draw a positive interim conclusion. Friderichs and Langwieder even have the next vision: They also want to strengthen inclusion at the secondary schools in the district.

Parents from the district of Munich can get information about the various options from the inclusion advice service at the state school authority in the district of Munich (Chiemgaustraße 109, Munich) before their child starts school with special needs by telephone on 089/62 21 17 62 or by email [email protected] inform. The advice center at the mental development support center in Unterhaching, phone 089/66 50 99 601, e-mail: [email protected], will advise you on all questions.