music
music
music
music
music
music
music
music
music
Welcome to the film documentary Inclusion,
the long way to the implementation of a social vision.
The life of people with disabilities is often
associated with experiences of prejudices and isolation.
Inclusion is literally translated as belonging,
so the opposite of exclusion.
If every person can be with or without disabilities everywhere,
in the school, at the workplace, in the residential area, in the free time,
then that is a successful inclusion.
The UN Defendant Law Convention refers to a social-political vision,
insofar as the barriers that certain groups of people
from the communications and participation opportunities
of the community should be removed.
More and more students in Germany are diagnosed
with a special pedagogical need for support.
Too often, together with students,
there is a lack of infrastructure and insufficient education
and continued education of the teachers.
This is how, at the conclusions of the students
and the students at support schools,
there is a wide variety of differences.
While in Thuringia, 54.7% of these students
leave the support schools without a primary school,
there are 86.2% in Brandenburg.
Various support policies in the federal states
burden the way for common learning
and prevent comparable opportunities for all support schools in Germany.
Later, with the dismissal of the UN Defendant Law Convention
by the General Assembly of the United Nations in 2006,
the term of inclusion has greatly influenced
the social discussion.
There is a chance for fundamental reforms.
Germany is part of the UN Defendant Law Convention
on the rights of people with disabilities,
which has been law-abiding since January 1, 2009.
The law-abiding states are obliged to prevent
the access to an integrative,
high-quality and unannounced education to basic schools
and further schools.
The part of inclusion in German schools
is in school year 2013-14 at the highest value
since the U.N. Convention.
Almost every third child needs support
is now visiting a regular school, 31.4%.
This is an increase of 71%
compared to the school year 2008-2009,
where only 18.4% were taught exclusively.
Despite the progress, the situation in German schools
for children and youth with handicaps is not satisfying.
The part of inclusion in German children's day cities
increased from 61.5% in the school year 2008-2009
to 67% in the school year 2013-14.
In basic schools from 33.6% to 46.9%.
The increase in secondary school from 14.9%
to 29.9% is particularly noticeable.
Of the 71,400 pupils in secondary schools,
only every tenth of real-school or high school is taught.
Inclusion is mainly found in primary schools
and public schools.
Even in education, inclusion is still the exception.
In the federal countries, inclusion efforts
are often cut off.
For example, in the state of Bremen,
the inclusion rate is 68.5%,
Hamburg 59.1%,
Berlin 54.5%,
and in Schleswig-Holstein 60.5%.
In other federal countries, it is less than a quarter.
At the end of the school year in secondary schools,
there are also large differences.
With an insight into inclusion,
Germany is equal to a fleeting carpet.
Different secondary schools in the federal countries
are struggling to learn and prevent comparable opportunities.
For all secondary schools in Germany.
What measures were taken in Hessen?
A overall conception of the implementation
of the UN defense law convention
is based on the Hessian action plan.
The action plan includes almost all essential
areas of life of people with disabilities.
In the school area, many measures
and the targeted goals are described.
The Hessian Social Minister Stefan Kröntner
drew with a total of nine countries and states
targets for the establishment of model regions
that are part of the country's action plan
for the implementation of the UN defense law convention in Hessen.
The Landkreis Limburg-Weilburg is the model region
of inclusion from 1 April.
The country of Hessen.
The focus of the work is in the coming years
on the topic of church and inclusion.
The Landkreis Limburg-Weilburg and the Catholic
and Evangelical churches have done their job
as part of the model region of inclusion,
to include the current social-political topic
of inclusion into the church.
The model region of inclusion offers,
from the point of view of all involved actors,
an outstanding opportunity to include
a broad public opinion
and thus to encourage the minds of the people.
My name is Sabine Jost-Schmidt.
Since 1 May 2015,
I have taken on the challenge of the task
to design the construction of the network,
church and inclusion as project leaders.
I work closely with a leadership group
who represent both churches
and the Landkreis Limburg-Weilburg.
Over the centuries,
people who were prevented were limited
or prevented again and again.
Lack of rights caused them
to participate in the social life.
However, many things have improved
for people with disabilities.
Even if inclusion in the 21st century
has not yet been sufficiently achieved.
In the Altatum,
families were prevented from helping.
Otherwise, homelessness and death would die.
In the Altatum,
people with disabilities
were very affected by the family environment.
Family members were either supported
by their own family
or had to go to battle.
In extreme cases,
they were excluded or even killed.
In the Middle Ages,
poverty was created
due to the offer of Christ's next love.
Further,
people with disabilities were prevented
from watching.
Nevertheless,
people with disabilities
were often seen as
punishment of God,
sexual harassment
or devil's possession,
and people with disabilities
followed the instructions
of their students
and the implementation of social laws.
Family associations
were also excluded
due to the demand of the country,
and prevented family members
from attending state institutions.
While war victims
were introduced as workers,
other prevented people
were brought in
to attend the so-called
Cripple and Brechensführsorge.
In medicine,
especially psychiatry,
people were now taking care
of the medical care
of prevented people.
Parallel to this
was the so-called Cripple pedagogy
with the causes of disease
and the prevention of children and youth.
These were now allowed
to go to school,
and separated from the children
who were not prevented.
In the National Socialism,
prevented people from
degrading in homes and hospitals
as well as trying objects.
In the train of the Euthanasia Programme,
hundreds of thousands
were sterilized and killed.
For people with disabilities,
forced sterilizations
were abolished in post-war Germany.
In the Cripple and Brechensführsorge
process from 1946 to 1947,
few doctors
were mainly responsible
for the Euthanasia Programme
due to the Cripple and Brechensführsorge.
The general explanation
of the human rights of 1948
prevented people,
but not yet,
and only in 1990
children with disabilities
were included in the Children's Rights Convention
of the United Nations.
In the 1960s,
the self-help organizations
such as the Action Sorgenkind
were collecting donations
for better educational conditions.
From 1960,
special schools were built.
How does the practice look like,
the funding today?
We have selected four examples for them.
First, the special pedagogical
funding for the state school
office for the Lahn-Dill-Kreis
and the Landkreis-Limburg-Weilburg.
Second,
the Modellregion-Limburg-Weilburg
in the framework of the
Hesse Action Programme
on the implementation of
the UN-Defended Rights Convention.
Third, private initiatives
such as the I.F.B.
Inclusion through
support and trust.
Fourth, individual projects
such as the exhibition
Art for Blindness
and See-Defend.
The special pedagogical
funding is successful in the area
of the State School Office
of Weilburg in a complex system
of funding offers
that can be justified
in high terms of the funding needs
of the students and students.
The professionalism
of the funding offer
and the housing area of the funding
are also criteria
such as the long-term fulfillment
of the wishes of the parents.
The traditional location of the funding
are the twelve funding schools
that correspond to different funding needs.
Schools
with the funding focus
learn,
partly with departments in the funding focus
language healing funding
or with the funding focus
physical and motor development.
Schools with the funding focus
spiritual development
with departments in the funding focus
physical and motor development.
Schools with the funding focus
physical and motor development.
Schools for sick people,
for example in the Rehberg school,
Herborn.
Schools with the funding focus
emotional and social development.
Schools with the funding focus
hear, as in the free
school of Schütz in Bad Kamburg.
In total, in the school year
2015-2016
1328 students
race and students
who support schools
in the area of the school office of Weilburg.
The extensive number
of established agreements
on special pedagogical funding
is already in the inclusive
education in the general schools.
Sometimes the
education-related in the funding
but also a fulfillment
of the demand in a public school.
At the moment,
544 girls and boys
are being taught
in common, including
from the pre-school to
class 13, with their
age comrades without
protection, taught together.
The model of the school for
education with the
location in Wetzlar has been
established. The students
and students of this school
in the primary and secondary
school of the Lahn-Dill-Kreises
and will be supported
by the teachers of the school
with the funding focus, emotional
and social development
on site.
The peculiarity of this solution
is, among other things, that
the school's assistance
is targeted for the school
with the assistance of
other responsible parents
to be coordinated.
The assistance of education is one of
the biggest support schools in
Hessen, but no students
and students visit this school.
More than 500 students are
particularly pedagogically
supported.
Just as many are caught
in previous measures.
The teachers and students
from the teachers of the school
are distributed to 34 primary schools
in the Old Circle Wetzlar
as well as 21 secondary
schools in the Lahn-Dill-Kreis.
The teachers
work in 8 regional
inclusion teams
as well as 5 regional groups
together.
The excellent cooperation
with the children and youth
of the Lahn-Dill-Kreis
is particularly important.
With the center for advice
and help and with the youth
of the city of Wetzlar.
The model region Limburg-Walburg
has a lot of action programs
for the implementation of the UN
defense law convention.
In the meantime, it can be used
for a series of carried out
and sustainable individual projects.
This includes churches in the cinema,
opening of the art workshop,
the lifestyles of Limburg-Dies-EV,
concerts,
inclusion for the clock,
the creative play
and sports meeting Herbstlaub,
exhibition
in the Weiburger Schlosskirche.
Action BLÜ-Streifen
2015.
Project group Das Dekanat im Wald
in cooperation with
public schools, Kitas and
public institutions.
This inclusive project is
also set in 2016
due to the great resonance
and the content
on the topic of water.
The free-air school Bart-Kamberg
led an inclusive basketball camp
and for the free-air school
the beginning of 2016
was released a brief.
Music
As an example of a private initiative,
since more than 50 years
children and youth
have been part of the IFB foundation
and were originally children
with disabilities.
So today the offer is
increasingly inclusive.
This means that in the children's
daily cities, children
play together
with and without disabilities
and learn.
For the IFB foundation
inclusion through support
and trust in Wiesbaden
the children's hospital, Löwenmut
Kitas for children and youth
at home, living, free time
and trust, the project
Job, inclusive
opportunities for work,
the setting of hospice,
death accompaniment
and the Rhinos-Spartan Association.
Yes, IFB 3 U-Stars.
I don't know if many of you
know the IFB, but there are
for a very long time.
In 1959 my father founded the IFB
because of my brother
a small initiative
that was founded
because children's daily cities and schools
didn't accept people with disabilities
and the parents asked
why we can't trust our
children in any way.
That's not how long it's been.
Today, today it's about inclusion
today we say that it's understandable
that a person with disabilities
a child with disabilities
can also go to a children's daily city
or to a school.
How do I put it?
The IFB
used to help
children with disabilities
that was the origin.
It was called the IFB
the Interest Association for Disabilities
and for a few years
our program has changed a lot.
At the time, we were
exclusively for people with disabilities.
Today we are for people.
We now call inclusion
through support and support.
With our fourth example
we would like to
talk about the engagement of
organizations.
With the Art Drive for Blind
and Disabilities
of the Weilburger Forum
there is inclusion
in the free time
especially in art in the center.
How can blind and disabled
create an impression
of artistic exhibits?
This was in 2015
for the project Kunst an der Larnschleife
Art Drive for Blind
which was presented
from 29 August to 6 September
and was approved
by blind people.
With the presentation
of this Art Drive
a sign should also be set
that museums are blind
and disabled people
are concerned
with the presentation of their exhibits.
The Weilburger Art Drive for Blind
has almost 32 stations.
The exhibits were selected
from the different areas of art
Stein, Holz, Tonskulpturen,
Eisenguss and Malerei
with different materials.
The Weilburger Art Drive
for Blind
has almost 32 stations.
The exhibits were selected
from the different areas of art
Stein, Holz, Tonskulpturen,
Eisenguss and Malerei
with different materials.
Further, the art drive
was chosen
as a walkthrough
to design the art history.
The sculptures are at the beginning
of the art drive
because they can be seen
easier as a picture button.
In order to capture
the image content with the button
the image copies were cut
in their layers
and pasted on different thick
paper.
This makes the movement
faster.
Before capturing an exhibit
whether it is a picture
or a sculpture,
a short text is read
by a companion.
This text does not only
give art history
but also a short description
of what can be pasted.
Without this text
it would be pasted
to a pure wheel.
The goal is to achieve
the movement of art
and not to demotivate
its success.
Music
The artists of the
Heilburger Künstlerkolonie
have a sign
for engagement in art
for blind and blind
artists.
Music
In the meantime it is clear
that this international
obligation to inclusion
to the common learning
of disabled children
will fundamentally
change our education system.
For our school system
this does not mean
less than a revolution.
In 2009-2010
there were
485,000 students
and students
with a diagnosed
special pedagogical
need for funding.
Almost 388,000
in particular
there are
20,1%
inclusive in general schools.
The opening of the
school for teachers
the inclusive conversion
of our school system
of course costs money.
Regular schools have to be free
of barriers
and additional rooms.
Inclusive schools need more staff
and all teachers
have to prepare
for education
further education
and support.
A process that needs time.
Professor Klaus Klemm
has calculated
which additional expenses
for an inclusive school system
in Germany.
In total we have
for Germany with additional costs
less than 1 billion Euro
per year.
That's a lot of money
but only 2%
of the entire school system.
Decisive for the success of a learning culture
that enables inclusion
are sufficient and qualified teachers.
Professor Klaus Klemm
has calculated
the development in Bertelsmann
until the year 2020-21.
Until 2020
there is a return of students
in comparison to 2009
to a total of 12.7%
87.3%
to be expected.
In total for Germany
the prognosis for the school year 2020-21
on 272.928
students
who in comparison to the school year 2009
have to be
also included.
Further 65.615
students
will also be
also included in the
further school system.
To sum up
the need
for full-time teachers
across all countries
there is an additional return
of the 8000
students
compared to the school year
2009-2010
a total of
9300 full-time
teachers.
If you give them
the required amount
this will lead to
the year 2021
to the year
of about
0.66 billion
euros.
If an inclusive education
for all students
must be included
in the teaching
and the already teaching
teachers
will continue their qualifications.
This is not
necessary to reach
conferences or seminars
but needs a systematic
preparation and training.
Further, the inclusive
teaching
supplementary learning materials
are required.
In the meantime, there are also
book publications
material collections,
practice tips, teaching examples,
methods and games,
lectures and copy lectures
to help
plan the teaching.
Basic reforms
take time and cost money.
Many educational experts
as well as in the last educational report
of the federal government from the year
2014, were
in advance in order to
strive for a closure of schools.
The schools that have
numerous private initiatives
and pensions
have a successful
program for poor learning
and prevented children and young people
that should not be
threatened by insufficient reform measures.
The conversion
of the school system
to an inclusive education system
remains the goal.
A successful reform
sets out
the teaching power in a sufficient
amount with increased
qualifications.
The required
resources are available
and the schools are
successfully converted.
In order to achieve this,
many citizens and citizens
from all areas of life
are committed
to the goal of inclusion.
With your foot
we ask you
to consider
your actions, activities
or moments of inclusion.
To illustrate
the new role
for the barrier-free access
to the people
with the hindrance
to enter in a special way
or the actions
in your community
address this comment.
You
