INSIDE I: Inclusion in lower secondary tier in Germany

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



By ratifying the UN Convention on the Rights of Persons with Disabilities, Germany has committed itself to an inclusive educational system. Accordingly, students with special educational needs are increasingly taught together with children without such needs at general schools.


Empirical findings show that inclusive learning can have a positive impact on the educational progress of students with special educational needs and their classmates without such needs. However, there are very different approaches in Germany on how to establish appropriate frameworks and support services for the group with special educational needs in mainstream schools.


At the time of the INSIDE project's launch, there was no comprehensive representation of the current state of educational inclusion in Germany. INSIDE aims to close this gap and examines the consequences of the different framework conditions and processes of school inclusion for the school careers of the respective students and their transition to further educational situations or professional life. In the first phase of the project, the conditions for the success of inclusive learning were researched; they form an essential basis for the development of political strategies and reform measures.


INSIDE II focusses on the transitions of young people with special educational needs from lower secondary tier to upper secondary tier , and the transition to further educational situations or professional life. Currently, there are hardly any data available on this transition situation in the inclusive German educational  system. INSIDE II aims to help close this gap and to create a data base on which evidence-based knowledge can be generated. In this way, the project makes a fundamental contribution to increasing the participation of these students in working and professional life, to reducing societal and economic risks, to discussing aspects of the implementation of the UN CRPD, as well as to identifying specific consequential problems of the Corona Crisis and, if necessary, to deriving intervention options.

Funding: Federal Ministry of Education and Research