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- Böttinger, Traugott: Inklusion. Gesellschaftliche Leitidee und schulische Aufgabe, Stuttgart 2016.
- Dekker, R. (2022). 20220210 ONDERSTEUNINGSNIVEAUS RSG TM en SG EEK_: Translated into English.
- Ingrado. (2022, September). Infographic Methodische Aanpak Schoolverzuim (MAS). https://ingrado.nl/kennisbank/items/de-mas-actuele-formats-en-bijbehorende-documenten
- Lindemann, Holger (Hg.): Praxishandbuch zur Inklusion an Oldenburger Schulen, 3. Aufl., Oldenburg 2018.
- Lindemann, Holger/Anna Schlarmann: Schulbegleitung:
Eine deskriptive Analyse der Rahmenbedingungen, in: Zeitschrift für Heilpädagogik 67, 2016, S. 264–279.

- Ministerie van Onderwijs, Cultuur en Wetenschap. (2021, October 20). Zorgplicht en samenwerken scholen in passend onderwijs. Passend Onderwijs | Rijksoverheid.nl. https://www.rijksoverheid.nl/onderwerpen/passend-onderwijs/zorgplicht-en-samenwerken-scholen-passend-onderwijsverantwoordelijkheid-van-de-scholen

- Ministerie van Onderwijs, Cultuur en Wetenschap. (2021, 22 december). Doelen passend onderwijs. Passend onderwijs | Rijksoverheid.nl.https://www.rijksoverheid.nl/onderwerpen/passend-onderwijs/doelen-passend-onderwijs
- Ministerie van Onderwijs, Cultuur en Wetenschap. (2022, September 12). Leerplicht en kwalificatieplicht. Leerplicht | Rijksoverheid.nl. https://www.rijksoverheid.nl/onderwerpen/leerplicht/leerplicht-en-kwalificatieplicht

- RSG Tromp Meesters. (2021). 20210923  Evaluatie Expertiseteam 2020-2021.

- Runia, B. (2021). 20210923  OA en PlusAtelier algemeen en werkwijze: Translated to English.

- Steinmetz, Sebastian et.al.: Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern, Baden Baden 2021.
- VSV Leerplicht RMC regio IJssel-Vecht. (2021). Verzuimprotocol Gemeente 2021: Translated into English (E. Vermeulen, Trans.) [Dataset].

- Wetgeving Passend onderwijs | VNG. (n.d.). VNG. https://vng.nl/artikelen/wetgeving-passend-onderwijs

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Didactief | Passend onderwijs zit nog niet lekker. (z.d.). https://didactiefonline.nl/artikel/passend-onderwijs-zit-nog-niet-lekker

DPG Media Privacy Gate. (z.d.). https://www.parool.nl/columns-opinie/opinie-passend-onderwijs-gaat-verder-dan-cijfers-en-een-schooladvies~b1f1536d/?referrer=https://www.google.com/

DPG Media Privacy Gate. (z.d.). https://www.parool.nl/columns-opinie/opinie-geef-de-leerkracht-de-regie-terug-in-het-leerproces-van-een-kind~b66811c6/

Schenk, M. (2023, 2 maart). Passend onderwijs? Het is een utopie | opinie. Leeuwarder Courant. https://lc.nl/opinie/Passend-onderwijs-Het-is-een-utopie-opinie-28275195.html

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As a teacher my main goal is to teach my students, not just about the English language and how to use it, but also some wisdom when it comes to living life.

One of these wisdoms includes how to interact with those who are different from you, be that theoretical or practical learners, people with a learning disability or perhaps a physical disability. Having more and more inclusive education helps with this.

I believe that many Dutch schools, especially my own, are already well underway into achieving an environment in which children with specials needs feel safe and are able to get an education with their peers who are not burdened by a 'rucksack'.
Also children who have difficulty coming to school due to psychological difficulties or medical reasons are monitored and given aid to prevent them from dropping out of school completely in the form of adapted schedules and increased support from either a coach or care team.

Having said this, the schools are already providing many facilities in the form of extra time, breakout rooms, help in planning; but what can still be added is more support in the classrooms. I see this in the form of a student's aid, someone who accompanies children with special needs to some or all lessons when necessary. Another option would be smaller (heterogeneous) classes to accomodate students with and without disabilities. And to achieve maximum results here the educational system that trains teachers needs to be included in the process as well.

In my utopia, inclusive education does not only include what can be done at the schools, but also what needs to be done whilst becoming a teacher. The teacher training courses need to spend a considerable amount of time on what type of students one might have in a class and how to accomodate their needs best whilst still maintaining a good level of education for all students in the class. I believe this is something that is missing from the current IE agenda and could add to the level of inclusion.

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My utopia is basically a student-centered way of learning in schools which allows students from all backgrounds and with different abilities to learn together.

This requires general teachers to have some form of education on special needs education to be able to at least react professionally to children with a need for increased support. Additionally, classrooms should become spaces where it isn't just one teacher teaching a class, but two or three adults with different qualifications teaching and supporting students.

I also think that specialiced schools can be a useful tool in teaching students, especially when their disabilities are severe to an extent that general teachers just can't fully support those students without a proper qualification. However, these special needs schools should not be locally segregated but rather integrated into the school buildings together with the rest of the public schools. The German schools are going in a direction of Gesamtschulen, meaning all different paths under one roof. For me, this should also include special needs education.

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Imagine a world where every child, regardless of their background, abilities, or disabilities, has access to a high-quality education that meets their individual needs and supports their personal growth and development. In this world, inclusive education is not just a goal, but a reality.

In this world-wide utopia of inclusive education, every school is fully accessible and inclusive, with no physical or attitudinal barriers that could prevent any child from fully participating in the educational process. The curriculum is flexible and adaptable, allowing teachers to tailor their lessons to the needs of each student.

Teachers are trained to recognize and accommodate individual differences, using a variety of teaching methods and technologies to ensure that every child can learn and succeed. They work collaboratively with families, community organizations, and other professionals to create a supportive and inclusive learning environment for all students.

In this utopia, children with disabilities are not segregated into special classes or schools, but are fully integrated into regular classrooms, where they can learn and grow alongside their non-disabled peers. They receive the necessary support, accommodations, and adaptations to ensure that they can fully participate in all aspects of school life.

All students, regardless of their abilities or disabilities, are valued as unique individuals, with their own strengths, challenges, and interests. They are taught to value diversity, empathy, and respect for others, and to become active and engaged members of their communities.

In this utopia of inclusive education, children are not just passive recipients of knowledge, but are actively engaged in their own learning process. They are encouraged to ask questions, explore their own interests, and develop critical thinking skills that will serve them well throughout their lives.

In this world-wide utopia of inclusive education, every child has the opportunity to fulfill their full potential and to contribute to society in meaningful ways. They are prepared for the challenges and opportunities of the future, with the knowledge, skills, and attitudes needed to succeed in a rapidly changing world.

While this utopia may seem far-fetched, it is not impossible. By working together, across borders and cultures, we can create a world where every child has access to a high-quality education that meets their individual needs and supports their personal growth and development. This is not just a vision of inclusive education, but a vision of a better world for all.

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You have now read what is expected, what is being done and what people think about inclusive education in both Germany and the Netherlands. The several different learning aims should have helped you form an opinion on IE. If you are able to answer this final question, you have achieved all learning aims for this learning station.

If you were a Support Coordinator, how would you structure the support and care needed to best suit the needs of your students?

Please write your answers in the comment section.