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Bundesländerunterschiede im Förderschulsystem

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  • Katharina Heisig

Abstract

Das Förderschulsystem ist deutlich vom Bildungsföderalismus geprägt: Die Anteile der Schüler mit sonderpädagogischem Förderbedarf und der Inklusionsfortschritt unterscheiden sich erheblich zwischen den Bundesländern. Die meisten Schüler sind dem Förderschwerpunkt Lernen zugeordnet, wohingegen der Schwerpunkt emotionale und soziale Entwicklung die höchsten Zuwachsraten zu verzeichnen hat. Zudem scheinen sich die meisten Bundesländer bisher bei der Inklusion auf Förderschwerpunkte entweder der körperlichen oder der psychisch-lernbezogenen Beeinträchtigungen zu konzentrieren, und schieben Inklusion am ehesten im Schwerpunkt geistige Entwicklung auf.

Suggested Citation

  • Katharina Heisig, 2018. "Bundesländerunterschiede im Förderschulsystem," ifo Dresden berichtet, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 25(05), pages 10-16, October.
    • Handle: RePEc:ces:ifodre:v:25:y:2018:i:05:p:10-16
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    File URL: https://www.ifo.de/DocDL/ifoDD_18-05_10-16_Heisig.pdf
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    References listed on IDEAS

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    1. Jacob M. Markman & Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2003. "Does peer ability affect student achievement?," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 18(5), pages 527-544.
    2. Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2002. "Inferring Program Effects for Special Populations: Does Special Education Raise Achievement for Students with Disabilities?," The Review of Economics and Statistics, MIT Press, vol. 84(4), pages 584-599, November.
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    1. Jaqueline Hansen & Katharina Heisig, 2018. "Mit intensiver Betreuung zum regulären Schulabschluss," ifo Dresden berichtet, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 25(06), pages 07-11, December.

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