INSIDE I: Inclusion in lower secondary tier in Germany

INSIDE II: Educational inclusion and transitions after lower secondary tier in Germany

INSIDE is a cooperative project that collects and processes data on the development of pupils in inclusive settings and afterwards in the form of a longitudinal study. It is planned to make this data available to the scientific community in anonymised form for research purposes through the LIfBi Research Data Centre.
The conditions for the success of inclusive learning were recorded at the individual and family level as well as at the class and school level. Within the framework of INSIDE I, around 4,600 pupils, 13% of whom had special educational needs, were interviewed and tested at 280 schools. The first project phase of INSIDE was divided into several sub-studies:

  • First sub-study:  In spring 2018, heads of selected lower secondary schools across Germany were asked to participate in an online survey. 
  • Second sub-study: Based on sub-study I and the data from the official school statistics, a selection of schools was monitored longitudinally. Competence tests and questionnaires for pupils, questionnaires for headmasters and headmistresses, teachers and special needs teachers or specialists as well as school support staff were used. In addition, parents were interviewed by telephone. The interviews took place at several points in time so that conditions for success in the development of the pupils could be identified in longitudinal analyses.
  • Third sub-study: Selected teachers and the respective special needs teachers or specialists were asked to keep a classroom diary. By means of this in-depth interview with teachers and special needs teachers or specialists in a selection of classes with different focuses, it was possible to collect additional information that could not otherwise be collected to this extent in large-scale studies.

For data collection in the second project phase of INSIDE, participants will be interviewed or tested at three measurement time points:

  • First measurement point: At the first measurement point, all participating ninth grade students will complete competency tests in the areas of reading and mathematics and answer a questionnaire. Furthermore, the class, German and mathematics teachers and all special education teachers and specialists as well as the school headmasters are interviewed.
  • Second measurement point: At the second measurement point, a large proportion of the pupils are expected to be in the tenth grade. These pupils will be interviewed in the school context, together with their teachers and head teachers, as at the first time of measurement. Those students who have left the school context at this measurement point will be interviewed by telephone or online.
  • Third measurement point: At the third measurement point, a large proportion of the participating pupils have probably already left the general school. Therefore, all young people are interviewed by telephone or online. 

In addition, the parents' information about their children's situation after the transition to work or another life situation, as well as about their children themselves, is important in order to be able to make the most holistic statements possible about the conditions for successful development of inclusive learners in lower secondary school and beyond. As in the first funding phase, these will be collected through telephone interviews.