Learn school project in Berlin -AM Gymnasium Inclusion
Fr 12.11.21 | 06:11 Uhr12
Manuel is one of the three inclusion children in his class with the focus of intellectual development funding.When he stops briefly and looks for it, his classmate taps on the text sheet so that he can find the right line.Manuel is happy to be at this high school and in this class: "I have just seen when I need help with reading or writing, then I'll get in touch and then I am helped.This is very important."Conversely, Manuel also supports her, says Ana:" For example, he is really good in history, Middle Ages, farmers, landlords and something."
However, the inclusion students also take on a separate task of building a model in geography lessons.You will also receive practical teaching: How do I drive bus, how do I go shopping or what does money mean.On two school days a week you will learn in a small group.The three inclusion children have most lessons together with the others.Headmaster Henning Rußbült is very important "that in our classes there are potential future managers learn how inclusion" so that they know as later decision -makers, "how do I integrate these people into the world of work."
The parents accept the model, says Rußbült."We had the highest demand for this class this year."There were 54 registrations for 21 places.So far, his high school has a total of half a dozen inclusion students, spread over a seventh and eighth class.Henning Rußbült would like to set up more such classes, one year, in the end four classes in the end.There are enough colleagues to support this, but this costs money."The infrastructure must be that you get special educators, educational teaching aids and supervisors.I also promised the colleagues that they are not alone in these classes."
Manuel's German teacher Anna Mennekes does not teach alone this morning, but with a special educator at her side.The teacher lets the groups present their podcasts and praises the results.Initially, when she took over the class with the three inclusion children, she was asked in her circle of friends whether the others did not learn too little.The opposite is the case: "The students are partly used as learning sponsors."That means they explain and deepen the fabric again and again.
Gymnasien nicht raushalten
Headmaster Henning Rußbült expressly not only wants to leave inclusion to secondary schools with their already heterogeneous student body: "I think inclusion is a task for society as a whole.In my opinion, I can't keep a school form and say that we are doing excellent training."
Manuel is proud to be part of the project at the Hans-Carossa-Gymnasium, where he was even voted to be a class spokesman: "What I would like to continue this project at all high schools."
So far, however, this is not in sight.In the case of joint lessons for the students with the focus of the intellectual development funding, his high school is a pioneer.
We close the comment function when the number of comments is so large that they can no longer be moderated promptly.We also conclude the comment function if the comments no longer refer to the topic or a large number of comments violate the rules of our comment guidelines.In the case of older articles, the comment function is automatically closed.
- Antwort auf [Steffen] vom 12.11.2021 um 10:28
Please watch the video to do so that always at least 1 social worker is often even two
- Antwort auf [Jörg BB] vom 12.11.2021 um 15:02
Is it also possible without insult?Normal students and normal teachers are simply not there to help disadvantaged students and to put them back or to sacrifice themselves.If inclusion is desired, the corresponding requirements must be created, but also limits to the possibility of inclusion must be accepted.In the end, it probably does not help to further reduce the level in general, only so that the ideology is enough and the state can save expensive special eup pedagogues.Each individual student not only deserves the best possible education and support, but even a claim to it.This applies to the disabled as well as to non -disabled people.
- Antwort auf [Ines] vom 12.11.2021 um 13:29
Please do not feel addressed by my statements.Of course there are physical impairments that do not justify schooling in a special school at all because the impairment can be compensated with certain technical or organizational means.Your daughter is undoubtedly part of it.But I don't mean that by inclusion because it has an understandability.Glasses wearers also attend a regular school.In particular for intellectual, but also with certain particularly serious physical impairments, special education cannot be replaced sensibly because only this can ensure the time and individuality of the funding.Children who really do this like to belong at regular schools.For the rest, the state must ensure the best funding.But this is increasingly saved, under the guise of the alleged inclusion.
- Antwort auf [Lara] vom 12.11.2021 um 07:17
So you want to determine that inclusion students have to do without the help of non-inclusion students so that the range of services of non-inclusion students do not drop?Who hinders whom, or.Is it yourself - find the real mistake.
You want to create inclusion without sufficient prerequisites and hopes that the teachers "swing"?So arrange what others should do and ultimately save money through fewer special schools and specially trained and thus "more expensive" subject teachers?This does not do justice to the children and parents.
- Antwort auf [Steffen] vom 12.11.2021 um 10:28
As the mother of a hearing child, I have to tell you, I don't understand why inclusion should not be possible.My child does not need a special school and we as a family do not want everyday life with two schools and long trips.but...And I agree with her...It is an absurdity that there is no inclusive support.My child does not need special educational support hours but a small class and good acoustics plus speakers.But there is no such thing, standard 1 for all types of severe disabilities.And there are 4 (!) Part -time forces in Berlin who take care of the hearing status.Vill four!Well four half!
Unfortunately, this inclusion only means that children with physical or mental restrictions are simply put into the normal classes, without special educators or special support.In the end, this is at the expense of all those involved, both the children concerned, classmates, as well as the teacher, who are supposed to do the additional funding with and the already overcrowded classes.The only profiteer is the state that can save the expensive special education institutions with high personnel requirements and small classes in which individual support is possible in the first place.This is not progress, this is a deterioration in the situation for everyone affected.For ideological and economic reasons, the proven principle of special debt was abandoned.These people seem to be worth nothing because they will not be good taxpayers in the future.
My old grammar school in Cottbus has already trained students with physical and mental disabilities and restrictions at the change of millennium.So here is more of a school.
The better title for this article would be: High schools Learn Inclusion.Nothing happens at this school that has not been doing secondary schools for years.Nobody writes an article about these schools.
Inclusion is great for the disabled children.Brings a lot in their development to them.In the case of mentally handicapped, this is unfortunately at the expense of the development of the other children.
Inclusion back and forth, that's a double -edged sword.The joint lessons of physically disabled children and adolescents with the same age may still be concerned.However, the "inclusion" of mentally handicapped children and adolescents is very problematic.The kindergartens and special schools created for them were just right.Here, the methodology, lessons and the lowerrichs fabric deal with the interests of these children and adolescents.Such institutions had never been created for discrimination or reduction, on the contrary, this was about the best possible support and information.With the indiscriminately "inclusion", the child was released with the bath.Mentally handicapped children and adolescents now - even if some do not want to admit it - do not have the intellectual requirements for a matriculation examination or a university degree, let alone an activity as a "manager".
Inclusion at our primary school would be more important to us.but da nimmt man keine Behinderten Kinder - egal welche Behinderung.And that has something to do with equipment and parents.Nobody is bothering when that is said at the information evening.