Einfach so integriert? : Integration Lernbehinderter nach dem Konzept Schwerpunktschule in Rheinland-Pfalz ; eine Fallstudie

Einfach so integriert? : Integration Lernbehinderter nach dem Konzept "Schwerpunktschule" in Rheinland-Pfalz ; eine Fallstudie

The mainstreaming of handicapped children in secondary schools in Rheinland-Pfalz (a federal state in Germany) has been organized according to a model called Schwerpunktschule since the year of 2001.
In this ethnographical case study lasting over a period of three years at a comprehensive school developments which influence the micro system for the mainstreamed learning disabled pupils are documented from different perspectives.
Generally speaking the results of the study indicate that the investigated example of Schwerpunktschule is successful for learning disabled pupils as far as social and emotional integration, academic achievement and self-concept are concerned.
Moreover it is shown that the modified teaching situation can influence teachers’ professional development.
Conclusions from the results of the study draw attention to hints and suggestions for helpful arrangements which can support.