YEAR 2020

Back to news archive

Surveys of the Inclusion Study INSIDE Start Again


Due to the school closures caused by the SARS-CoV-2 virus at the beginning of the year, the Leibniz Institute for Educational Trajectories (LIfBi) had to postpone some of the second surveys for the INSIDE inclusion study. Instead of early summer, students and parents will now be surveyed during fall and winter term 2020. An additional topic is how to deal with the Corona-related school closures and the changes in teaching and learning situations.


The spread of Covid-19 led to the closure of schools throughout Germany in March, so that the surveys as part of the project "Inclusive Education in Secondary Schools in Germany" (INSIDE) had to be discontinued. The questionnaires for teachers, school support staff and school administrators could be sent to the schools and were still processed by many participants in the summer despite the special circumstances. The interviews with students and their parents, however, could not begin until this fall and will continue into the winter. The questions were expanded to include aspects of the school closures in the spring and the changes in teaching and learning situations.

Inclusion in schools continues to be a significant issue. As before, INSIDE focus on the personal experiences of inclusion and the views of all participants. With its research, the INSIDE project team aims to gain comprehensive insights into the special situation of students in inclusive classes.



By ratifying the UN Convention on the Rights of Persons with Disabilities, Germany has committed itself to an inclusive education system. Accordingly, students with special educational needs are increasingly being taught together with fellow students at general schools. The INSIDE project focuses on the following questions: In what way is school-based inclusion implemented in secondary education in Germany? Under what conditions does inclusion lead to successful individual development of students with special educational needs and what effects does inclusive learning have on fellow students? How are instructional processes designed according to individual learning backgrounds in order to promote the development of children and adolescents with and without special needs at general education schools?

More information about the project INSIDE