Inclusive education: How Germany compares internationally

Inclusive education: How Germany compares internationally

Yueru Wang, a doctoral student at the University of Rhode Island (URI) in special education and English as a foreign language, spent a week at the Technical University of Braunschweig in June 2025. Her stay was part of a joint course organized by URI and TU Braunschweig. The aim of this initiative was to get to know inclusive education and innovative teaching models in Germany better. Wang particularly wanted to examine the implementation of inclusive education in the German school system and find out how disabilities are perceived in society.

The TU Braunschweig, known for its long academic tradition and its role as a leading technical university, offered the researcher a platform for academic exchange and school visits, which were the focus of the short program. She found that in German schools there is a strong focus on practical learning, student autonomy and early career orientation.

Experiences in the German education system

Compared to her native China and the United States, Wang found everyday life in Germany more structured and less hectic. During her school visits she experienced different approaches to implementing inclusion. Some schools offered seamless integration, while others relied on separate special needs schools. Particularly noteworthy are the team teaching models and differentiated teaching offerings, which are considered conducive to inclusive education.

A key theme that Wang became more aware of during her stay was the value of socialization within the educational landscape. She realized that learning takes place not only in the lecture hall, but also in everyday interactions and conversations with her fellow students. Their experiences highlighted the importance of small moments of inclusion and the added value they can have for everyone involved.

The implementation of inclusion in Germany is also in the context of international standards. The UN Convention on the Rights of Persons with Disabilities, which has been valid in Germany since 2009, emphasizes the right to education for everyone. However, the reality is often different. Exclusions through the use of special schools are viewed as violations of human rights. The debate about the need to close such schools is still current. The educational landscape in Germany is characterized by social inequality, which has a negative impact on inclusion. The UN's educational goal calls for equal opportunities for all, which is a challenge because many schools cannot meet the requirements.

Reflection and outlook

Wang found it challenging to adjust to the unfamiliar public transportation and had to wake up early to make the most of the day. Despite these challenges, she collected valuable memories, such as the day on the river with her fellow students, which made clear to her the importance of interpersonal encounters. She encourages international students to be open to new experiences and to actively participate in order to realize the full potential of their time abroad.

In view of the current situation, in which Germany has a high dependency of school success on origin compared to other countries, it is necessary to change education policy. Practical training for teachers and multi-professional teams are crucial to creating inclusive structures. Wang shows that better integration and full implementation of inclusive education is beneficial not only for students with special needs but for all learners.

What is particularly noteworthy is that Wang returns home with a Braunschweig notebook, a canvas bag and a pen as souvenirs. Their experiences offer a valuable perspective on the developments and challenges in the field of inclusive education that should be taken into account in Germany and beyond.