Project Teaching Assistant - Developing an Interdisciplinary Curriculum as a Contribution to Inclusion

School Escort, Teaching Assistant, Inclusion, Teaching Assistance, Inclusion Assistant, Children with Special Educational Needs

German Institute for Youth Human Services and Family Law (DIJuF)

2013 - 2023

In the context of inclusive schooling, more and more teaching assistants are also employed in Baden-Württemberg. So far, however, no reliable description or conceptualisation exists with regard to the professional background and the qualification of teaching assistants. It is therefore left to the local parties involved to decide on granting teaching assistance and to select suitable persons.
The aim of the project is to develop and establish a curriculum for continuing education of teaching assistants. Target group are all teaching assistants at general education schools in Baden-Württemberg, taking into account the heterogeneous starting positions and the different general conditions. Developing a time- and resource-economic curriculum for initial and advanced training should make a valuable contribution to the current discussion on inclusion without releasing schools from their responsibility for the different needs of their pupils.

Description of the Project

A complete survey at all general education schools in Baden-Württemberg collected data on teaching assistants, their activities and the children they look after. In addition, 50 interviews were held with experts involved in teaching assistance.
Based on this information, a curriculum was developed, tested with experts and continuously developed in close exchange with focus groups and practical and scientific advisory boards of the project.
In spring 2016 and summer 2017, two multiplier training courses each took place to make the qualification measure available to the general public and to consolidate it. The aim is to permanently establish the advanced training course for teaching assistants in Baden-Württemberg. The teaching assistants curriculum is made available to trained multipliers in the form of a handbook. Participants in the training receive free materials for teaching assistants.

Fegert, JM, Henn, K. & Ziegenhain, U. (2015). The current situation of school counsellors and their improved training and further education. In: Konrad-Adenauer-Stiftung (ed.), Put to the test: Inclusion in the German school system (pp. 21-24). Verfügbar unter: www.kas.de/wf/doc/kas_42671-544-1-30.pdf

Fegert, JM. & Ziegenhain, U. (2016). School support as a contribution to inclusion. Stocktaking and legal expertise. Publication series of the Baden-Württemberg Foundation, Society and Culture, 81. Available at: www.bwstiftung.de/uplo-ads/tx_news/Schulbegleiter_web.pdf

Henn, K., Thurn, L., Besier, T., Künster, AK., Fegert, JM. & Ziegenhain U. (2014). School companions as support for inclusion in the school system: Survey on the current situation of school counsellors in Baden-Württemberg. Journal of Child and Adolescent Psychiatry, 42(6), 397-403.

Henn, K., Himmel, R., Fegert JM. & Ziegenhain U. (2017). Implementation of the right to participation in inclusive schooling using the example of school support. Journal of Neurology, 36(3), 119-126.

Ziegenhain, U., Meysen T. & Fegert, JM. (2012). School support: A service between integration, special status and default citizenship. Das Jugendamt - Zeitschrift für Jugendhilfe und Familienrecht, 85(10), 500-504.

Baden-Württemberg Foundation