Dissatisfaction among teachers due to insufficient staff representation in survey on inclusivity. - Staff shortage survey results reveal dissatisfaction among teachers
Let's get real
The joint teaching of children with special needs is a mess, claims the Association of Education and Education (VBE) in Mecklenburg-Vorpommern. Schools in the region, and Brandenburg, are often lacking the essential resources and staff needed to smoothly implement such programs, according to VBE state chairman, Michael Blanck, following a survey of 2,737 teachers from across Germany.
In northeastern Germany, 2,548 teachers voiced their opinions, with 62% considering joint teaching of children with and without disabilities to be a sensible idea overall. However, 69% of those surveyed in the northeast – identical to the national average – do not see the practice as practical under the current circumstances.
The Biggest Barriers
The main issues hindering the implementation of joint teaching are:
- insufficient staffing
- inadequate material resources, such as classroom size or the absence of lifts
- large class sizes
Furthermore, 96% of surveyed teachers in northeastern Germany support having both a teacher and a special education teacher in inclusive classes. However, only a few hours per week, or no special education teacher at all, is usually available in most schools – a situation confirmed by 35% of the survey respondents.
What’s Next? More Staff and Space
Blanck believes that teachers are left to tackle the challenges of inclusion on their own, despite the idea having merit. His solution? More staff, and more physical space to accommodate larger teams and a broader curriculum. Additionally, Blanck stresses the need for special education topics to be prioritized in teacher training to better address the needs of diverse learners.
Understanding the Challenges – Minister Oldenburg
Education Minister Simone Oldenburg (Left) acknowledges the difficulties facing the implementation of inclusive education and emphasizes that quality – rather than speed – is the focus. The deadline for schools to adopt inclusive practices has been extended until July 31, 2030. However, Oldenburg concedes that without additional staff, progress will be limited. So far, an additional 296 positions for inclusion have been created in regular schools.
Is Inclusive Education Feasible Nationwide?
Questions about the feasibility of implementing inclusive education nationwide have been raised by both the CDU and FDP. The CDU advocate for taking into account the wishes of parents regarding support schools, institutions that are popular for children with special needs. The FDP calls for closer examination of the possibility of achieving nationwide inclusive education.
extreme opinions
The AfD’s education spokesman, Enrico Schult, criticizes the gradual phase-out of support schools – which he characterizes as a serious mistake. He calls for a reversal of course to preserve these institutions that provide a safe space for individual development and preparation for independent living.
On the other side, the Greens demand an inclusion summit to address resolving issues like setting maximum class sizes, establishing more and more expansive space, adjusting the working hours of specialist teachers, and creating multidisciplinary teams to ensure a successful implementation of inclusive education.
In light of the challenges faced by teachers in northeastern Germany with regards to inclusive education and the implementation of joint vocational training for children with special needs, policy-and-legislation should prioritize education-and-self-development, focusing on vocational training, to address the issues of insufficient staffing, inadequate material resources, large class sizes, and the need for specialized teachers. The general news suggests that more staff, space, and a focus on special education topics in teacher training would be key to overcoming these obstacles. However, extreme opinions persist, with the AfD calling for the preservation of support schools, while the Greens advocate for an inclusion summit to tackle issues such as class size limits, expansion of facilities, adjusting specialist teacher working hours, and establishing multidisciplinary teams to ensure success in inclusive education. Meanwhile, the politics surrounding the topic raise questions about the feasibility of nationwide inclusion, with parties such as the CDU and FDP advocating for parental choice in support schools and further examination of the possibility of achieving nationwide inclusive education.
