DEVELOPMENT OF INTEGRATION/INCLUSION

Since 1960, the situation of special education has been directed by "Expert Opinion in order (Rules) to the Special Education System" by the Standing Conference of the Ministers of Education and Cultural Affairs of the Federal Republic of Germany, the KMK. Within the process of discussion about special educational needs, this Conference has drawn up a consequent direction of educational development (1988). The system of special educational provision should be more flexible. It is no longer necessary to stipulate the place for special provision - the arguments are no longer "institution orientated". The way and the place of special support now depends upon categories with regard to personal conditions. In this case, the terminology of "Needs for Special School" ("Sonderschulbedürftigkeit") has changed to "Special Educational Needs " ("sonderpädagogischer Förderbedarf").

Since the 1980s disabled pupils have been increasingly integrated into general schools under school pilot projects, some of which have assumed the status of a standard type of schooling since 1990. Also, various forms of cooperation between general schools and special schools have emerged and approaches to integrated teaching have been developed in educational science.

The recent development of special education towards special educational needs is a process, which involves the whole network of education. It is a process with increasing and ever changing factors, which demands a lot of all involved parties and is more than anything a huge challenge. Of course this process is accompanied by obstacles, lack of certainty and fear. New situations and conditions, in relation to co-operation, heterogeneity, classroom management, changing demands according to assessment and diagnosis, and so on, require great care and therefore facilitation, motivation, advice and training for all involved. In the Federal Republic of Germany the process of integration has developed with different intensity and with different basic goals - however, this process in an ongoing one.

In May 1994, the KMK published a recommendation "...The education of disabled young people is in principal more and more a co-operative task of all schools. The special education should be understood as a necessary addition and key-element of providing general education." (KMK , 1994, Page 1) The Ministers noted many common elements in the variety of special needs facilities available in the 16 Länder. They considered relevant research work and the positive experience resulting from joint teaching of disabled and non disabled pupils in the same classroom.

The Ministers were in agreement with the current trend to focus on the individual pupil rather than on the type of school institution. The need for particular individual support thus enjoys priority over the eventual need to send the child or adolescent to a special school. Such individual support may be given at any regular, general or vocational school. Education of the disabled has become the task of all schools.

The Conference drew attention to the following points:
- the experiences of special educational support in special schools and in mainstream schools
- raising awareness of dealing with disabled people
- the development of early intervention
- the development of educational concepts in Kindergarten and mainstream schools with
  increased possibilities for support, especially in primary schools
- the use of new technology and technical aids
- adaptations and improvements in assessment and diagnosis
- taking more care of the neighbourhood area of the child by finding an appropriate school
- taking special care of the place of learning and the forms of special education -prevention,
  integration, special schools, co-operation)

The aim of the KMK recommendation is to create equal opportunities for people with a disability by developing a better standard of special educational support in special schools as well as in mainstream schools. Within all changes it is necessary to take account of:
- the quality and extent of special education
- flexibility of support within a system of combined and adapted aids,
- equal opportunities for pupils with special educational needs that is not reliant upon the local
  forms of support
- the individual support and development of all pupils within integrated settings (disabled and non disabled),
- the co-operation of all persons and institutions involved in this process. (KMK, 1994, p.3/4).

Teaching in integration settings with heterogeneous learning groups:
Within the increasing process of integration the conditions for learning have changed. Schools and teachers increasingly agree upon concepts of more open forms of teaching and learning. The curricula for schools explicitly grants a lot of freedom to teachers and encourages them to orientate towards the different individual development and special needs of students rather formal teaching objectives.

Consequences and changes evident in methods are for example:
- operation-orientated learning
- learning in groups of different levels
- teaching with differentiated objectives
- avoiding of marks in connection with recognition of individual process in learning
- curricula as a direction and educational freedom
- general compulsory requirements in accordance with individual requirements
- weekly schedules
- training time for consistent practice
- organising individual/group activities
- learning by doing, learning with all the senses...

In relation to curricula:
- adaptation of teaching/learning to the students' interests
- school as an area of living
- environment as a place of learning
- requirements of spelling books, calligraphy and text layout as motivation and aid or reading
- importance of curricula in relation to questions and ideas of the students...

Concerning institutions:
- strengthening the principle of a class/homeroom teacher
- ascription of teachers based on the number of pupils
- global demands cannot be fulfilled by teachers
- creation of an organisational framework which encourages the teacher to make small steps
  towards change: "reform from below"
- regional further education for teachers as a means of exchanging experiences and promoting
  joint planning
- introductory level, transition from playing to learning
- testing of remedial classes

This list of subjects will serve as a guideline for the on-going topical discussions as it focuses on the main subjects concerned with the process of movement towards integration.

The Ministers agreed that children and adolescents with SEN could be admitted to mainstream schools, provided the latter were able to offer the necessary educational support, equipment and facilities. If this was not the case and satisfactory conditions could not be offered, disabled pupils would have to be taught in special (general or vocational) schools. In any case, there is a need for very close co-operation between school and parents, among teachers, between schools and other agencies concerned, e.g. public health agencies, medical services, youth welfare services.