Stichwort: Schulische Inklusion

‘Inclusion’ has become a central topic in the field of education. The idea that all children should attending regular schools has been increasingly discussed following the UN Convention, which came into force in Germany in 2009. This article highlights the central dimensions of the on-going discussions on inclusion in education. First, the tension between inclusion as a global and inclusion as a regional concept as well as the tension between the understanding of inclusion in a narrow and broader sense will be discussed. The different areas of discussion emphasize the complexity of this topic. Second the central challenges that are associated with inclusive schooling and curriculum development in inclusive schools will be discussed on the basis of current research findings. Lastly, the importance of attitudes of teachers dealing with inclusion will be highlighted. The article comes to the conclusion that research on and the implementation of inclusive education must take into account the complexity inherent in the circular pattern of causal factors in the field of education.