Progress and hurdles: Inclusion in German schools put to the test!

Progress and hurdles: Inclusion in German schools put to the test!

The development towards an inclusive school in Germany is slowly taking shape, but remains marked by numerous hurdles. On March 9, 2025, a look at the current situation shows that efforts to achieve inclusion in the education system continue to require urgent action. In this context, the “Kathrin and Stefan Quandt Endowed Professorship for Inclusion Research” at Goethe University, which has been headed by Prof. Vera Moser since 2020, is receiving particular attention. This professorship is supported by the Quandt family of entrepreneurs and specializes in the scientific support of the transformation of school education into a school of diversity. A positive evaluation after five years provided the basis for the continuation of this funding, which was recently confirmed when the reviewers from the universities of Zurich, Graz and Stockholm praised the professorship's commitment and outstanding achievements and recommended an extension for another five years. The Quandt Foundation responded to the discrepancy between political demands and the realities in schools since the adoption of the UN Convention on the Rights of Persons with Disabilities in 2009.

Prof. Vera Moser has not only initiated a large number of third-party funded projects, but has also formed an interdisciplinary team that breaks down barriers from the perspective of autistic students. Her research is underpinned by current needs in Frankfurt, where she is investigating the increasing need for school places for students with a special education focus on 'intellectual development'. As part of the research initiative [in:just], Moser and her colleague Prof. Merle Hummrich are working to shed light on inclusion, justice and recognition experiences in the education system.

Hurdles to school inclusion

Despite these positive developments, there are significant challenges that hinder school inclusion. According to Christina Marx, head of education at Aktion Mensch, numerous factors show that the transition between educational levels in particular is problematic. Inclusion decreases with increasing educational levels, which is due to a lack of personnel, financial and structural requirements. Teachers often report a feeling of underqualification and a lack of support from school administrators. This skepticism runs through the entire educational landscape, both among teachers and parents.

A study commissioned by Aktion Mensch and Die ZEIT examined the opinions of the population and parents on school inclusion. The results show that there is an urgent need to promote information and awareness for educators. Exchanging positive examples of successful inclusion can also help to reduce inhibitions. Parents are advised to reconsider their attitudes towards inclusion to recognize the benefits of collaborative learning for their children's development.

Current developments in Germany

The challenges of inclusion in Germany are not only individual, but also structural. The exclusion rate has fallen only slowly in recent years, from 4.8% in 2008/09 to 4.2% in 2022/23. There are still two separate school systems: general schools and special schools, which significantly hinders progress in building an inclusive school system. There are large differences in exclusion rates between the 16 federal states, ranging from 0.7% to 6.4%. This suggests that a cross-state, coordinated approach to expanding the inclusive school system in Germany is urgently needed in order to make the means and approaches more efficient.

In summary, it shows that school inclusion in Germany is on a groundbreaking but challenging path. With continuous efforts and a clear strategic approach, the goals set could be achieved in the future. Professor Moser's initiative and the support from the Quandt Foundation are crucial and could serve as a model for other regions.