School Inclusion

Since the signing of the UN Convention on the Rights of Persons with Disabilities in March 2009, the educational situation of children, adolescents and young adults with autism spectrum disorder or other developmental disorders has changed fundamentally.

It has developed positively overall, but also presents new challenges.
The inclusion process enables pupils with individual support needs to access the mainstream school system in all types of school.

According to the Standing Conference of the Ministers of Education and Cultural Affairs (KMK), this applies regardless of the type and severity of the disorder.

Social participation thanks to inclusion
With individual support to success

Inclusive Didactics for Autism

However, the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) points out that these pupils require special educational support in the classroom due to their special developmental and learning circumstances and that lessons must be determined and adapted to these special needs.

In the context of studies on “inclusive didactics”, scientific studies show that a mainstream school system can offer different qualitative and quantitative opportunities in terms of personality development and potential utilization, especially for children and young people with autism spectrum disorder. Without inferring from this that the excellent and individual-centered special school pedagogy and didactics are or must be called into question.

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