Interkulturalität

Inclusive education for refugee students from Ukraine—An exploration of differentiated instruction in German schools

“…For inclusive education to succeed, appropriate resources must be provided (see, e.g., Massumi et al., 2015). The findings showed that some Ukrainian refugee students were given tablets upon starting school and were taught German in intensive language courses at all schools (Baur & Gröpler, 2020). This support brings into sharp relief a key aspect of heterogeneity that occupies centre stage in this acute situation: Ukrainian refugees differ significantly from their classmates due to their migration background, which is associated with their origin, (native) language and linguistic expression.…”

“…The German school system is fundamentally committed to providing inclusive education for all regardless of each individual's learning needs. The educational situation of refugees can be improved through providing language education and support, by dealing sensitively with cultural diversity in teacher education and training, as well as by allocating resources in a way geared to meeting their specific needs (Baur & Gröpler, 2020). Moreover, inclusive education also advocates the participation of all students in mainstream classes (Hillenbrand, 2014; Letzel‐Alt et al., 2022; UNESCO, 2023; UNICEF, 2023).…”

“…Empirical research concerning the educational inclusion of refugees is relatively scarce (Preuß, 2018). However, results stemming from the available scientific output has already shown that social and ethnic segregation of students with migration backgrounds and refugee biographies causes even more disadvantages to such vulnerable groups (Baur & Gröpler, 2020). Disparities between students with or without migration backgrounds are particularly evident in the secondary school sector: Refugee students attend less frequently secondary school (de Paiva Lareiro, 2019).…”