Participation of children in three Bavarian inclusive primary schools: parent and teacher perspectives
Participation is one key element of inclusive education. While the inclusion rate in German schools is rising, little is known with regard to children’s participation in this context. This study examines the participation of children with and without impairments at three inclusive primary schools in...
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| Main Authors: | , , , , , , , , |
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| Format: | Article (Journal) |
| Language: | English |
| Published: |
07 Sep 2022
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| In: |
International journal of inclusive education
Year: 2022, Pages: 1-17 |
| ISSN: | 1464-5173 |
| DOI: | 10.1080/13603116.2022.2119287 |
| Online Access: | Verlag, lizenzpflichtig, Volltext: https://doi.org/10.1080/13603116.2022.2119287 Verlag, lizenzpflichtig, Volltext: https://www.tandfonline.com/doi/full/10.1080/13603116.2022.2119287 
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| Author Notes: | Anna Friedmann, Natalie Altschuck, Isabella Bertmann, Fabian Karsch, Anke Petters, Freia De Bock, Heike Philippi, Volker Mall and Elisabeth Wacker |
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| 520 | |a Participation is one key element of inclusive education. While the inclusion rate in German schools is rising, little is known with regard to children’s participation in this context. This study examines the participation of children with and without impairments at three inclusive primary schools in Bavaria. Cross-sectional data was collected in parents and teachers of 124 3rd grade pupils (girls: n = 62, age: M = 9.5 years; boys: n = 62, age: M = 9.6). 27% of the parents stated their children had impairments (4.9% physical, 13.1% mental/ intellectual and 9.0% other/multiple). Participation in school and other life areas (‘neighborhood & community’, ‘home’ and ‘living activities’) was assessed by the ‘Child and Adolescent Scale of Participation (CASP)’. Parents and teachers of children with impairments reported significantly lower scores in all CASP subsections and total score. In school, according to teacher rating, all pupils showed the lowest participation scores in educational activities with other children in the classroom and in communicating with children/adults. The results highlight the continuing challenges to reach meaningful participation of all children as a condition for effective inclusive education. This seems to be true not only for school but also for other social contexts. | ||
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