Germany - June 2010.

On 21st and 22nd June 2010 Richard was invited to take part in a Conference in Germany of the 16 federal state ministers of education and culture examining the educational and legal aspects of implementing the UN Convention on the rights of people with disabilities. The German Education system is highly stratified with a large number of children attending special education. Children aged three to six may attend kindergarten. After that school is compulsory for nine or ten years. From grades 1 through 4 children attend elementary school (Grundschule), where the subjects taught are the same for all. Then, after the 4th grade, they are separated according to their academic ability and the wishes of their families, and attend one of three different kinds of schools: Hauptschule, Realschule or Gymnasium.

The Hauptschule (grades 5-9 in most German states) teaches the same subjects as the Realschule and Gymnasium, but at a slower pace and with some vocational-oriented courses. It leads to part-time enrolment in a vocational school combined with apprenticeship training until the age of 18.

The Realschule (grades 5-10 in most states) leads to part-time vocational schools and higher vocational schools. It is now possible for students with high academic achievement at the Realschule to switch to a Gymnasium on graduation.

The Gymnasium (grades 5-13 in most states) leads to a diploma called the Abitur and prepares students for university study or for a dual academic and vocational credential. The most common education tracks offered by the standard Gymnasium are classical language, modern language, and mathematics-natural science.

Grundschule teachers recommend their students to a particular school based on such things as academic achievement, self confidence and ability to work independently. However, in most states, parents have the final say as to which school their child attends following the fourth grade. About one third go to each type of school. There are also special schools run by separately trained special educators. In 2008 there were 407,710 pupils in special schools or 4.8% of the school population - the highest number in Europe. Parent initiatives have led to inclusion in primary particularly in Bremen and Hamburg areas. There is less inclusion in secondary.

Article 24 poses a big challenge to the German Education System and German teachers. The Conference was timely contributing to a discussion paper on developing inclusion to be produced in November 2010 by the Ministers of the 16 Federal States. Key issues identified included the need to train all teachers to teach all children. The need to turn special schools into resource centres for mainstream schools. Funding. Moving away from rigid assessment criteria to more flexible approach. The need to reduce labelling and reliance on medical approaches. The need to involve parents, young people and disabled peoples organisations in planning the future.

Richard in his presentation showed some film clips from UK and South Africa he had filmed and talked about the lessons from observing the development of inclusion around the world. See PowerPoint in English and German.