The research project at hand is a longitudinal study that covers the entire primary school period (six years in Berlin) and aims to determine aspects of success in the joint schooling of children with and without disabilities. Children with disabilities showed developmental problems in the areas of learning, language, and emotional-social development. Qualitative data on performance and emotional-social development were collected, as well as qualitative information reflecting the experiences and perspectives of students, teachers, school administrators, and parents. The study covers the entire primary school period, as well as the secondary level in grades 7 to 10. Results showed that the essential resource for the success of inclusion is both teachers in their entire professional spectrum and a wide range of children and young people in individual learning and life situations, with a range of abilities, resources and needs. Teachers' high level of commitment must be recognized and appreciated. The attitude towards inclusion as such is accompanied by feelings of being overwhelmed, a lack of resources and increasing stress. At all levels and in all processes, there is a desire for reliability and transparency, as well as a clear and binding definition of responsibilities within institutions and between all persons and institutions involved in the education and upbringing of children and young people. The identified conditions for success represent a promising mandate that can advance the process towards comprehensive inclusive schooling for all children and young people.
Original language: German