Inclusion in early childhood education in Germany: a sketch

Transcription

1 Inclusion in early childhood education in Germany: a sketch Weiterbildungsinitiative Frühpädagogische Fachkräfte Dr. Carola Nürnberg European Agency for Special Needs and Inclusive Education, bi-annual meeting Berlin, November 2014

2 Overview The role of day-care centres potential attendance rates gender effects? professionals and their qualifications The contribution of WiFF Challenges Seite 2

3 Role of day care centres (pre-school) Day care centres provide the first institutionalised learning environment outside the family setting could play a fundamental role in inclusion should enable all children to participate in education and to learn together Ref: König & Friederich, 2014 For a theory of early education and inclusion, see Prengel, 2014 Seite 3

4 Attendance rates Children with disabilities in inclusive settings: Age/Facility % 3-6/Child care* ca. 66 % 6-10/Primary school** Ca. 31 % Ref: Autorengruppe Bildungsberichterstattung (2014), * p. 169 &** p. 170 * inclusive settings in preschool age cater to up to 20% of children with disabilities Seite 4

5 Role of day care centres (pre-school) Attendance rates Overall and in comparison to other sectors of the educational system: high attendance rates However: low attendance rates in ages 0-2 As children with disabilities transition from day care to school, inclusion rates drop Ref: König & Friederich, 2014 Seite 5

6 Range of special support for pre-school children by gender (Eingliederungshilfe SGB VIII und SGB XII nach Alter und Geschlecht) Reg: Autorengruppe Bildungsbericht 2014, page 176 Seite 6

7 Range of special support Remarkable rise of support rates around school entry Around 2/3 of all children receiving special support in kindergarden are male issues of diagnosis? Ref: König & Friederich, 2014 Seite 7

8 Early childhood professionals and their qualifications: all professionals Level of training % University level Bachelor / Master 5 Vocational school (Fachschule) Pre-school teachers 70 Vocational school (Berufsfachschule) Caregiver 13 in training 4 Others 4 No pedagogical training 2 Ref: Autorengruppe Fachkräftebarometer (2014), S. 14 Seite 8

9 Professional qualifications in inclusive settings Ref: Bildung in Deutschland 2014, S. 188 Seite 9

10 The contribution of WiFF General aims support the professional development of early childhood professionals provide a plattform for debate and discourses conduct empirical research disseminate findings foster further training (Weiterbildung) via state of the art training manuals see webpage at Seite 10

11 The contribution of WiFF Foster a wide ranging idea of inclusion Early childhood education (professionals and their institutions) should ensure that all children can participate in education recognise and value diversity ( embrace and welcome differences between children ) work without hierarchies of abilities or performance no strict or permanent categorisations Seite 11

12 The contribution of WiFF Further aims and activities with regards to inclusion training manuals for further training on disabilities heterogeneous cultural backgrounds poverty provide workshops, round table meetings and conferences for practioners Seite 12

13 The contribution of WiFF Further aims and activities with regards to inclusion cooperate with experts from various backgrounds (discursive approach) explore further dimensions of heterogenity and analyse their relationship to education Seite 13

14 Challenges support organisational development in favour of inclusion empirically investigate the everyday interactions between children and early childhood professionals: To what extent do professionals really foster or perhaps block participation? stimulate more empirical studies Seite 14

15 References Autorengruppe Bildungsberichterstattung (2014). Bildung in Deutschland. Ein indikatorengestützter Bericht mit einer Analye zur Bildung von Menschen mit Behinderungen. W. Bertelsmann Verlag, Bielefeld. Autorengruppe Fachkräftebarometer (2014). Fachkräftebarometer Frühe Bildung München: Deutsches Jugendinstitut. König, Anke & Friederich, Tina (2014). Inklusion durch sprachliche Bildung. Schlüssel für gesellschaftliche Teilabe, pages In: König, A. und Friederich, T. (eds). Inklusion durch sprachliche Bildung. Neue Herausforderungen im Bildungssystem. Weinheim, Basel: Beltz Juventa. Prengel, Annedore (2014). Inklusion in der Frühpädagogik. Bildungstheoretische, empirische und pädagogische Grundlagen, pages In: König, A. und Friederich, T. (eds). Inklusion durch sprachliche Bildung. Neue Herausforderungen im Bildungssystem. Weinheim, Basel: Beltz Juventa. For free WiFF publications on inclusion in early childhood education, go to and enter inclusion under Thema (German language only) Seite 15

16 Thank you! any questions? Seite 16