Of the group of schools that wants to accommodate more pupils requiring special educational support, 60% indicate that a number of framework conditions would need to improve. In addition to the resources for in-school support for teachers and pupils and the support provided by the partnership for pupils requiring special educational support, the most important framework conditions are the balance between the capacity and workload of the school team, the knowledge and expertise of teachers, and the accessibility and suitability of the building.
Motivation comes mainly from within the schools, hardly from outside
The research further shows that the motivation for more inclusive education at secondary schools comes from within these schools and hardly from outside. Between half and two-thirds (52% to 68%) of secondary schools cite the mission and vision of the governing body and team, teachers’ increased expertise, reducing the number of pupils staying at home, and increasing pupil participation as important motives. The vision and support of the partnership of which a secondary school is part also play a role. Other, mostly external reasons, such as the closure or absence of secondary special education or practical education in the region, financial reasons, or a municipality advocating inclusive education, play no or hardly any role for 68% to 90% of secondary schools in admitting pupils who require special educational support.
Substantial progress
Among the secondary schools studied, progress is being made particularly in increasing support for more inclusive education among pupils, improving the accessibility and suitability of the school building, and the educational and social integration of pupils with additional support needs.
Call for support and better framework conditions
The research shows that there is a strong demand for support from secondary schools already working on inclusive education. The actions receiving attention from the platform appear to have been well chosen. According to the majority of schools, these mainly involve suitable professional development approaches and examples of support for education staff, including as a team, visits to other schools, and the establishment of learning networks for school leaders/teams and governing bodies. Attention to accommodation and the deployment of youth care and paramedical services are important priorities. In addition, increasing the competencies of education professionals is a high priority, as are the availability of support from the partnership, the availability of teaching/classroom assistants, and the deployment of youth care services.
Differences between research findings in primary and secondary education
Compared with the research on inclusive primary schools, which was completed earlier this year, it is notable that, besides various similarities, mainstream secondary schools working towards more inclusive education more often opt for education in separate classes (22% in secondary education, 5% in primary education), receive more support from special education (38% in secondary education, 27% in primary education), more often characterise themselves as being at the initial stage of an initiative (67% in secondary education, 54% in primary education), include fewer pupils with intellectual disabilities (69% in secondary education, 88% in primary education), and focus more on young people with physical disabilities (69% in secondary education, 45% in primary education) and behavioural problems (94% in secondary education, 58% in primary education), while continuing to refer more pupils to special education (27% of secondary schools do not refer pupils onward, compared with 50% of primary schools).