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Short profile (EN)

Principal: Mrs Ch. Wendt
Deputy heads: Mrs Cornelia Sinnig-Richter

Flaeming Primary School
A model for inclusive education in Germany

In 1975 inclusive education in Germany was started as an outcome of a teacher-parent cooperation at Flaeming-School. It was a project against the school law at that time. Since then pioneering work has been done here. Inclusive education has become law in Berlin several years later and the so-called Flaeming-model has strongly influenced this development. Today many schools include children with specials needs, but the inclusion of all - as it is claimed in the UN-Convention (Salamanca 1994) – is not the reality yet. At Flaeming-School there are 24 classes with nearly 600 pupils on roll, aged from 5 to 12 years, 10% to 12% of whom are children with special educational needs: emotional, behavioral and social problems, learning difficulties, physical disabilities, sensory impairments, cognitive and severe multiple disabilities. There are 4 classes in each of the six years. The number of students per class depends on the number of students with special needs and how extensive the special needs are. In some classes there are two teaching persons occasionally at the same time in the classroom. In other classes the class teacher is supported by one or two assistant teachers with a special training. Many of these students gradually approach a certain level, mainly through learning by doing, by interacting together with children who can support them. There are special offers available, like speech therapy, therapeutic PE, swimming, basic skills like cooking, gardening, woodwork, special drama groups, music and play, special boys or girls groups. We are obliged to the official curricula, but of course we can’t educate all our students to the same level. As there are also curricula for special schools, we try to bring our aims in line with them. Didactics and methods have to be changed or adapted for an individualized active learning. For a successful inclusive education the co-operation of multi professional teams is required. Teachers, special teachers, assistant teachers, therapists and a therapeutic experienced teacher work together and have influence in the development of our school. We haven’t finished yet, our school is a work in progress. We have to support and encourage all children – and this includes highly gifted students - through individualized learning and therefore constantly to improve our methods and fulfill the Convention on the Rights of people with Disabilities (which Germany signed in 2009).

Gerlind Crusius, January 2010