Inclusion of students with disabilities in German schools

Abstract

The call for more inclusive practices in German schools has gained momentum. Yet the inclusive rhetoric in Germany is still much stronger than inclusive practices. This article tries to reconstruct the main lines of historical developments in special education related to integrated and selective working concepts. It shows a tremendous institutional and professional special education expansion over the last 200 years. Historically the propagated idea of being special as an individual with disabilities was a very successful construct. It is argued that the historical success of special education mocked the parallel idea of social inclusion. The current situation of the inclusion of students with disabilities in German schools is a just expression of the constitutional integration–selection dilemma in special education practices and theory. Future special education challenges and possible solutions in this context are described.