Criticism of the school parade: Parents and teachers are calling for more say!

Criticism of the school parade: Parents and teachers are calling for more say!

The integrative school Hernals in Vienna, which so far supervised 40 percent of its students with language development disorders, faces a serious change: the school has to move to make room for the special school. This is specifically geared towards physically disabled children. Education director Elisabeth Fuchs emphasizes that the move results from an increased need for both institutions. Critics such as Marcella Feichtinger, director of the learning workshop, see it not only a relocation, but also a breakdown of a functioning, inclusive system. Parents' association chairman Robert Kases is concerned about the lack of integration of those affected in the decision -making processes. Fuchs understands the reactions and assured that those affected should be involved, which she recently confirmed in a letter to the parents' association, as reported.

The implementation of inclusion in day care centers is a complex task that raises many questions, especially when it comes to children with special needs. Henning Rosenkötter explains that inclusion means equal access to education for all children, regardless of their individual skills or origin. The approach requires the specialists to recognize the diversity of the children and to meet every child. This requires a differentiated and individualized pedagogical work. The challenge is to create space and support structures that enable sustainable participation of all children, as in the publication Children's pedagogy is explained.

In order to make inclusion successfully, specialists not only have to continuously question their academic training, but also to reflect on their biographical background and possible prejudices. Essential is to recognize the communicative and social needs of the children in order to promote a functioning and respectful community. A crucial step is the close cooperation between the facilities and the parents to ensure mutual support and understanding. This cooperative approach is necessary so that children with various skills can participate in forming processes equivalent and their individuality and personal strengths are valued.