The regular schools are overtaxed

Most regular schools have neither staff nor the equipment, in order to promote children with handicap effectively. Genuine inclusion would cost much money.


Actually I should do that as a promotion lady teacher in summer holidays, what by me is expected: nothing. But the public discussion over inclusion does not leave peace to me. Many of the reports and comments cannot be attuned simply with my experiences from the everyday school life. I always shorten the same places. As for example with an article over children with specialeducational promotion need, who are informed at High Schools. It is naturally beautiful to read that individual children can visit a High School successfully with down syndrome. Nevertheless no unencumbered luck feeling wants to adjust itself during the reading. My head is full questions: Are all also in the best possible way promoted these children? Where do the mentioned sound drawing male nurses, school companion, integration aide actually come? Who requested, approved and paid? Apart from the many hours of the promotion school teachers at the High School times completely. That does not fit my knowledge somehow over hourly contingents and the needs of individual pupils after specialeducational promotion.
But perhaps High Schools have other possibilities, from which I do not know anything, because: High Schools do not occur in my vocational practice. I work on a school for children with promotion need within the ranges learning, language and emotional and social development. So far I became acquainted with still no parents, whose children have promotion need in mental development, which its children wanted however nevertheless on the High School fancy. After my experience it looks bad straight with pupils with promotion need in the emotional and social development with inclusion. Because there are hardly it to take up the regular schools, which are in the position, a pupil who slams shut its environment in regular intervals insulted, again and again and with all power any subject matter resists. One cannot blaim it the schools: Children, who need special support in their emotional development, paralyze instruction in each school. It needs special concepts, in order to make for them possible the participation in the school life.
The term inclusion implies a participation of all children at the mainstream system nevertheless. Anyhow the responsible persons politicians seem in such a way to understand it, nevertheless everywhere in Germany special schools are closed. The children with specialeducational promotion need instead mostly at main and comprehensive schools informs. There they receive however only rarely the promotion, which they actually need. Who from the inside saw times a school for mental development, with their different spatialities and possibilities for special instruction (to swim, psycho motor skills, etc.) and the time tables adapted in addition which plan various promotions for the individual pupil, who will inevitably ask itself, how regular schools are to offer an equivalent promotion. However around spatialities of the regular schools for a functioning inclusion to adapt, a quantity money would have to be invested. Also special promotion concepts for the children would be very expensive in the conversion. I am afraid that momentarily nobody is ready to bear these cost. For this reason a surface covering inclusion, which also earns the name, will take time well still for a very long time. The authoress writes under alias. Their correct name is well-known the editorship.