Attitudes Toward Inclusion in German Schools: A Sigh of Dissatisfaction
Majority of Educators Endorse Integration in Learning Environments: Survey Results Show - Majority of Educators Back Inclusion in Schools, According to Survey Results at 62%
Despite a majority of educators supporting the concept of inclusion, only a fraction finds practical value in the mixed classrooms of students with and without disabilities, as per the latest survey by the Education and Training Union (VBE).
While 62% of educators back the idea of inclusion, only 28% find practical value in mixed classrooms, an increase of merely one percentage point from the 2020 survey. The union attributes this to insufficient staff, overly large class sizes, and inadequate individual support.
A whopping 43% of educators believe inclusion is beneficial but prefer special needs schools, while 34% consider it not beneficial and advocate for maintaining special needs schools.
Intriguingly, 41% of educators work at schools that are not accessible, a predicament most prevalent in Berlin (50%) and least so in Bavaria (30%). Deputy VBE federal chairman Tomi Neckov elucidates that this lack of accessibility not only burdens disabled children but also parents and educators, thus infringing upon the right to participation and free career choice.
Neckov underscores the need for adequate support, which is frequently absent, and points out that improvements since 2020 have been minimal at best. As a result, nearly half of the surveyed educators express dissatisfaction, with over a third being extremely dissatisfied with their state's inclusion policy. "We demand more staff, more training, more time for collaboration, and ultimately accessible schools," Neckov stresses.
The survey polled 2737 teachers, with similar surveys conducted in 2015, 2017, and 2020.
The Broader Picture
While the survey results do not delve into the current challenges and demands of the Education and Training Union, there are broader discussions and challenges related to inclusive education in Germany:
- Inclusive Education: The Global Disability Summit 2025, held in Berlin, spotlighted the importance of inclusive education and the challenges faced by teachers with disabilities due to inaccessible training, discriminatory attitudes, and infrastructure barriers[5]. These issues might also pertain to Berlin schools.
- Sustainability and Leadership: The Berlin School of Business and Innovation (BSBI) has been discussing leadership and sustainability, possibly influencing educational policies and practices in Berlin[1].
- Cultural Interactions: A conference in Berlin will focus on addressing challenges faced by cultural organizations interacting with young people, which may reflect broader societal and educational difficulties[2].
- Budget Challenges: The Berlin Central School District's budget challenges might be symptomatic of broader budgetary constraints impacting inclusion initiatives[3].
For the Education and Training Union's specific insights, it is best to consult their official statements or publications directly.
In light of the Education and Training Union's (VBE) survey revealing a majority of educators doubting the practical value of inclusion in mixed classrooms due to insufficient resources, the need for vocational training and support in inclusive education is increasingly prominent. This conclusion aligns with the broader discussions at the Global Disability Summit 2025, where challenges faced by teachers with disabilities due to inaccessible training were highlighted. Furthermore, the call for more staff, resources, and accessible schools echoes the broader need for sustainability and leadership in educational policies and practices, as seen in the discourse at the Berlin School of Business and Innovation (BSBI).
