This year’s referee meeting of the department of physical and motor skills development took place from April, 18th to 20th 2013. Guido Venth, Lower Saxony state referee, had invited to Kardinal-von-Galen House, Dinklage. Eleven federal states were present. Regarding the contents two subject areas stood to the fore:
- school assistance
- current development in inclusive advancement
School assistance: The number of people appointed for adaption support at schools has grown rapidly in the last couple of years. It is common practice that on the grounds of both SGB XII and SGB VIII regulations, local cost units (i.e. social services, youth welfare) provide aids to enhance ore rather enable participation of disabled children and adolescents by means of professional assistance.
During the state referees’ exchange of experience it became clear that, despite a common legal foundation, considerable differences arise in practice. This applies to e.g. approval processes, assignment and scope of duties, skills and qualification of assistants as well as to the question, whether a so-called “pool solution” might turn out more feasible to individual case support.
The diversity of state practice becomes obvious by looking at the different terms used, e.g. integration assistant, inclusion aid, school escort, school assistant. Furthermore, the question arises, whether school assistance – as partially practiced at present – is an adequate instrument or modifications are necessary. (cf. cover of a “Lernen konkret” special issue, Dec. 2012: Schulbegleitung – geeignete Assistenz im Bildungssystem? School escorts – appropriate assistance in the educational system?”) Starting from the Dinklage meeting the referees’ working group will work out a position paper, further the compilation of guidelines is intended. The department aspires co-operation with professional associations and self-help organisations as well as other departments of the German Association for Special Education (vds).
Current development in inclusive advancement: Starting point of the discussion about the named topic was the “Kardinal-von-Galen House, Dinklage” inclusion model introduced by Head of School Guido Venth. Since the beginning of term 2012/13 the Dinklage SNE School focussing on physical and motor skills development has been an inclusive school.
In first year 6 children with special needs in physical and motor skills development were admitted next to twelve children without any special needs. They receive joint tuition from both an SNE teacher and a primary school teacher.
The basic pedagogic concept was presented very convincingly; its vital point is the individual developmental need of each pupil, which is answered by a corresponding differentiated methodological approach.
Notably, the good media and structural equipment, typical for SNE schools focussing on physical and motor skills development, amounts here to the good of all children – even those without any special needs.
Whilst the presented example is a reassuring one and shows a way to go forward, it became clear throughout the debate that ultimately many steps towards inclusive advancement are to be made and many stumbling blocks must be conquered.
There is great concern that the specific professional quality regarding pupils with particular assistance requirements may not be guaranteed at General Schools or rather in not yet appropriate measures. Even the way of pupils “regressing” to SNE schools after several years of inclusive advancement shows that many little carefully designed and sustainably well accompanied steps are necessary.
Norbert Kuckartz
Translation: Ruth Stang