Knowledge of the human being on a silver platter. Inclusion – challenge or opportunity
Participation and self-determination are the ideals of our time. They are based on the idea of human dignity which in turn forms the basis of human rights. That is quite remarkable. There appears to be a layer in the soul life of almost everyone which responds when we are dealing with human dignity. The philosopher Jürgen Habermas refers to it as “intuition”; it first penetrated the consciousness of the people affected, he says, and then into legal texts where it was put into a conceptual form. [more]
Loving understanding. The esoteric view
Imagine a solid anthroposophical basis. Standing on it are a teacher and a special-needs teacher. Back to back they stand, each looking in the opposite direction. This image illustrates two quotes from Rudolf Steiner’s educational lectures. [more]
A systematic rethink. Scharmer’s “Theory U” could help Waldorf education
The statement “Waldorf associations welcome inclusion” is opposed by belligerent voices who react against everything which sounds forced. Inclusion can only arise from a living spiritual life – discourse, encounter, individual initiative – if people can be won over. [more]
It’s not enough to attach a label
Putting all pupils in an inclusion class is a long way from achieving inclusion. It makes greater sense to maintain various school types but to make the transition from one to the other easier. [more]
The measure is the child. Inclusion in the crèche
For the short period that they are in crèche, the differences in the development of the children can be very great: some are crawling, others can walk securely and jump about, some still need feeding while others can eat independently, some just utter sounds and others can express their needs verbally. Hence each child requires an individual approach. [more]
A question of inner attitude. Integration in kindergarten
It’s free play time in the Goldberg kindergarten in Düsseldorf-Gerresheim: Viktor turns in a circle holding a wooden spoon in his hand. He keeps turning in a circle. As he does so, he recites his very own sound poem. Viktor is a child with Down’s syndrome. Although he is five years old, he cannot speak intelligibly and is also insecure in his movements. Now he stops and observes two-year-old Janis playing. He is throwing bright pieces of cloth into the air with passionate enthusiasm. Viktor can do that too. [more]
“It’s normal to be different ...”
The common path through school of children with and without disabilities started in 1995 with the establishment of the Emmendingen Integrative Waldorf School. At the time, the initiative counteracted enormous resistance from the authorities through an immense input of effort and parent energy. This comprehensive – also political – commitment has supported the school ever since. Not least in the legal dispute with the state of Baden-Württemberg, which caused a stir throughout Germany and which finally in 2009 led to the conclusive recognition of the school as the first integrative school in Baden Württemberg. [more]
Peacemakers
When there is a knock on the door on Friday morning, class 7 knows: that’s Tim and Hannes. They say “hi” and ask: “Were you involved in any conflicts this week?” Tobias raises his hand, at first he looks a little uncertainly towards his teacher and then back at Tim und Hannes. They are two of altogether twelve conflict guides at the Rudolf Steiner School for Children In Need Of Special Care in Kiel who offer assistance to the class they are mentoring. [more]
New methods and content are in demand. Teacher training for inclusive schools
The development of an inclusive education requires teachers who can teach inclusively. Teacher training is therefore called upon to pursue new paths: both in terms of methodology and of content. [more]
Editorial
All inclusive?
Dear Reader, If we frame the concept of inclusion widely enough, we can be left in no doubt: our society creates separation. For the little ones it is crèches and kindergartens, for the elderly and the ill it is old people’s homes and hospitals, for school-age children it is school which itself sorts and selects, and finally for the so-called people with disabilities it is the special-needs institutions. Where do we still find the grandmother in the rocking chair taking pleasure in family events? Where is the “confused” person still allowed to run shouting through the streets when he suffers another attack? The social trend is obvious even at a brief glance: it is the exclusion, indeed, the disappearance of whole population groups from daily life.... [more]
Bund der Freien Waldorfschulen e.V.