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Gemeinsamer Unterricht auf Kosten der sozialen Inklusion? Analyse der sozialen Lage in inklusiven Schulen am Beispiel der Schwerpunktschulen in Rheinland-Pfalz
[Inclusive education at the expense of social inclusion? Analysis of the social composition in inclusive schools in Rhineland-Palatinate]

Author

Listed:
  • Helbig, Marcel
  • Steinmetz, Sebastian

Abstract

Rheinland-Pfalz ist das einzige deutsche Bundesland, welches zur Umsetzung der schulischen Inklusion vollständig auf Schwerpunktschulen setzt und Kinder und Jugendliche mit sonderpädagogischem Förderbedarf ausschließlich in ausgewählten Standorten unterrichtet. Mit Daten der amtlichen Schulstatistik können wir erstens zeigen, dass Schwerpunktschulen im Grundschulbereich vor allem an Standorten eingerichtet wurden, an denen der Anteil von Kindern aus einkommensschwachen Haushalten überproportional hoch war. Im Vergleich zu anderen Grundschulen steigt zudem die Armutsquote an Schwerpunktschulen zwischen den Jahren 2012–2019 überproportional an. Dieser Effekt zeigt sich besonders deutlich in städtischen Gebieten, in denen in räumlicher Nähe Wahlalternativen im Grundschulbereich vorhanden sind. In der Konsequenz sind inklusive Schulen in Rheinland-Pfalz zunehmend durch sozial ungünstige Entwicklungsmilieus geprägt, mit Folgen für die Chancengerechtigkeit und das soziale Miteinander.

Suggested Citation

  • Helbig, Marcel & Steinmetz, Sebastian, 2021. "Gemeinsamer Unterricht auf Kosten der sozialen Inklusion? Analyse der sozialen Lage in inklusiven Schulen am Beispiel der Schwerpunktschulen in Rheinland-Pfalz [Inclusive education at the expense o," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 24(6), pages 1355-1378.
  • Handle: RePEc:zbw:espost:246331
    DOI: 10.1007/s11618-021-01055-y
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    References listed on IDEAS

    as
    1. Henning Lohmann & C. Katharina Spieß & Christoph Feldhaus, 2009. "Der Trend zur Privatschule geht an bildungsfernen Eltern vorbei," DIW Wochenbericht, DIW Berlin, German Institute for Economic Research, vol. 76(38), pages 640-646.
    2. Simon Burgess & Ellen Greaves & Anna Vignoles & Deborah Wilson, 2015. "What Parents Want: School Preferences and School Choice," Economic Journal, Royal Economic Society, vol. 125(587), pages 1262-1289, September.
    3. Blanck, Jonna M., 2015. "Die vielen Gesichter der Inklusion: Wie SchülerInnen mit Behinderung unterrichtet werden, unterscheidet sich innerhalb Deutschlands stark," WZBrief Bildung 30, WZB Berlin Social Science Center.
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