Abstract
Inclusive education in schools is an important topic in Germany. While there is much public attention and discourse, empirical research on inclusive education is present but needs further development. This article gives a brief overview on the recent development and status of inclusive education in German schools. Political regulations, statistical monitoring, empirical effectiveness research, innovative school projects and teacher education will be presented and discussed briefly and summed up in conclusion. Chances and challenges will also be discussed as possible facilitators that might have the potential to enhance positive developments.
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CITATION STYLE
Knigge, M., & Kollosche, D. (2019). Inclusive Education in German Schools. In Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany (pp. 13–22). Springer International Publishing. https://doi.org/10.1007/978-3-030-11518-0_3
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