Integration and inclusion are (pedagogically) central terms of our time, which are increasingly used in the media these days. Not infrequently, they are equated with each other in everyday use, because one might think that the word inclusion has replaced that of integration. Yet these two terms conceal different demands and goals, which play a very important role in the field of education, including in the area of schools. What integration and inclusion pedagogy have in common is the claim to teach children and young people together, regardless of their individual abilities and disabilities as well as their social, ethical and cultural background. Since 2009, Germany has committed itself to establishing an inclusive education system, thus ensuring joint teaching of children with and without disabilities. However, the question of how this can be implemented arises again and again. If one looks at Montessori education, it becomes clear that there is already a long experience with an inclusive concept.
The following work will focus on the inclusion of people with disabilities in the area of school. First of all, I will show why the words integration and inclusion often appear side by side, and how they are related to each other, especially in educational discourse. Then I will define the term inclusion. To do this, it is necessary to distinguish it from inclusion in order to get a clear picture of the points in which the two differ from each other.
Inhaltsverzeichnis (Table of Contents)
- Introduction.
- Disambiguation of integration and inclusion
- Connection of the two terms in pedagogical discourse...
- Definition and demarcation of the concepts of integration and inclusion............
- The legally anchored right to inclusion in the German education system as a human right..
- The Salamanca Declaration..........\li>
- The UN Convention on the Rights of Persons with Disabilities.
- School inclusion in Montessori pedagogy
- Maria Montessori and her educational concept.………………………..\li>
- Inclusive approaches in Montessorian practice.......
- Extended final part.
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This work focuses on the inclusion of individuals with disabilities within the German education system, specifically analyzing how the terms "integration" and "inclusion" are used and their differences. The text then examines the legal foundation for an inclusive education system in Germany, specifically referencing the Salamanca Declaration and the UN Convention on the Rights of Persons with Disabilities. Finally, the work explores Montessori pedagogy as a model for implementing inclusive educational practices.
- Defining and differentiating between integration and inclusion in educational discourse.
- Analyzing the legal framework for inclusive education in Germany, focusing on the Salamanca Declaration and the UN Convention on the Rights of Persons with Disabilities.
- Exploring Montessori pedagogy and its approach to inclusive practices.
- Examining the potential of Montessori pedagogy as a model for inclusive education in Germany.
Zusammenfassung der Kapitel (Chapter Summaries)
The introductory chapter explores the terms "integration" and "inclusion" in the context of contemporary educational discourse, highlighting their interconnectedness and distinct meanings. It establishes the goal of inclusive education, where all learners are valued and participate equally, regardless of their abilities or disabilities. This chapter also briefly discusses the historical context of inclusive education in Germany.
The second chapter provides a deeper analysis of the concepts of integration and inclusion. It outlines the historical evolution of integration and the development of the concept of inclusion as a more comprehensive and transformative approach. The chapter explains how the traditional model of integration, which aimed to incorporate individuals with disabilities into existing systems, often resulted in marginalization and exclusion.
The third chapter focuses on the legal basis for inclusive education in Germany. It discusses the Salamanca Declaration, a landmark document that emphasized the need for inclusive education for all learners, and the UN Convention on the Rights of Persons with Disabilities, which explicitly mandates the creation of inclusive education systems. This chapter examines the key articles of the convention and their implications for education policy in Germany.
The fourth chapter explores the approach to inclusion in Montessori pedagogy. It examines the central principles of Maria Montessori's educational philosophy and its implications for inclusive practices. This chapter provides insights into the key elements of Montessori education that promote inclusivity, such as individualized learning, sensory-based activities, and the use of prepared environments.
Schlüsselwörter (Keywords)
This work examines the key concepts of integration and inclusion in education, exploring their evolution and contemporary interpretations. It focuses on the legal foundation for inclusive education in Germany, specifically referencing the Salamanca Declaration and the UN Convention on the Rights of Persons with Disabilities. The text also analyzes Montessori pedagogy as a potential model for creating inclusive educational practices.
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- Eva Herrmann (Autor), 2012, The Inclusive Concept of Montessori Education and the Human Right to Education for the Disabled, Múnich, GRIN Verlag, https://www.grin.com/document/1161563
