Home education in Germany

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The home education in Germany is rule by way of an assistance for education of the Eighth Book of the Social Code in the form of alternative care in a supervised form rather than in the family. In addition, there is closed home accommodation according to the German Civil Code , which, however, is not used in all federal states.

Door of the former Sperlingshof children's home

For information on home education in the GDR, see Home education in the German Democratic Republic .

History of home education in Germany

Middle Ages and Modern Times

Prayer room in the Rauhen Haus (approx. 1845)

Home education in Germany emerged from poor relief in the Middle Ages . In addition to children and young people, old, sick and mentally confused people were cared for in poor houses . Almshouses were z. T. closed institutions. In the modern era have become increasingly orphanages founded. From the second half of the 18th century, first in the Protestant areas and from the 19th century throughout Germany, rescue houses were founded. In addition to the mere care, the education of orphaned and neglected children and adolescents, etc. a. by completing a craft training course, respected. For this time, the “ Rauhe Haus ” by the theologian Johann Hinrich Wichern in Hamburg can be named as an example.

These two lines of development in home education can be seen in the old Federal Republic of Germany up to the 1970s : welfare education homes developed out of welfare for the poor, in which up to several hundred pupils lived separately according to sex under conditions similar to that of a prison system. Criminal, socially conspicuous, mentally or physically handicapped or mentally ill children and young people were disciplined and banned from public life. In the orphanages z. Sometimes ambitious concepts for the education of single children and adolescents in age- and gender-mixed family-like groups. The dichotomy finally found its expression in the 1920s in the Reich Youth Welfare Act (see Youth Welfare Act ), where a distinction was made between welfare education and help with education .

time of the nationalsocialism

Students in physics class in a Napola

In the time of National Socialism , welfare educational institutions were used to discipline unpleasant elements. Lack of conformity was interpreted as neglect and responded to / punished with measures of welfare education. This developed into a system of probation and selection in which the “difficult to educate”, “ineducable” or otherwise marginalized remained and were defined and treated as useless. In some cases, institutions of welfare education carried out selections of the mentally and physically handicapped themselves. Children and adolescents selected in this way could then be sterilized or murdered as “unworthy of life” (cf. Victims of Racial Hygiene ).

In the 1930s and 1940s, the nursing homes were a special form of home education. The aim of the nursing homes was to increase the birth rate of “ Aryan ” children on the basis of National Socialist racial hygiene and health ideology. This was to be achieved through anonymous deliveries and placement of children for adoption - preferably to families of SS members.

On the other hand, the care of home education was used ideologically for its own political purposes. There were, u. a. National political educational institutions (also: Napola - National Political Educational Institution) or the Adolf Hitler Schools were founded. These institutions were founded after 1933 as "community education centers". Their task was to train the next generation of National Socialist leaders.

With the directive of November 5, 1943, Hitler gave the order that war orphans should no longer be educated in orphanages, but in home schools (including Adolf Hitler schools, Napola), NSV children's homes and Lebensborn homes. It should be ensured that the orphans are raised solely in the care of the state and not by relatives.

After the failed assassination attempt on Adolf Hitler on July 20, 1944 , the children of the resistance fighters were abducted by the Gestapo and taken to the Bad Sachsa Nazi children's home . The plan was to intern up to 200 children and young people in Bad Sachsa . They should be robbed of their identity and given new names. Later they should be given to adoptive families. The aim was a complete re-education of the children for "leaders, people and fatherland".

post war period

A Protestant children's home in Frankfurt in 1957

For information on home education in the GDR, see Home education in the German Democratic Republic .

In the post-war period, the 3,000 or so homes and institutions often employed the same staff who had already implemented its educational concepts during the National Socialist era . Again and again there were arbitrary and degrading punishments or the welfare children were locked up. Often they had to carry out commercial activities without being remunerated and without being insured with a pension. Many young people were also loaned out to farmers to work there. The farmers were often entrusted with the care of the children and young people. The treatment was often inhumane. The young people were used as cheap labor, as a foster relationship cannot be an employment relationship because it is mutually exclusive. They were not given any vocational training. Many of the grievances were made possible by the fact that home supervision failed practically all along the line during this time. There were structural reasons for this, because the provision of services and supervision were in one hand with one and the same authority.

In 1953 the RJWG was replaced by the Youth Welfare Act (JWG) and amended in 1961. Responsibility for home supervision changed from the federal government to the federal states. Although improved legal conditions were created, the situation of children and adolescents in welfare initially hardly changed. The new law obliged welfare institutions and foster care centers to focus on the best interests of the child. Foster children were only allowed to do domestic and family work that corresponded to their abilities and did not impair their physical, mental and moral development.

The criticism of the unsuitable, degrading and arbitrary educational methods grew stronger. Scandals such as B. the sexual abuse by educators, the grievances became more and more known. In 2013, the EKD took stock of the situation in Protestant homes in the post-war decades:

Many children and young people in the homes have been victims of violence, humiliation and sexual abuse. These acts were often carried out by fellow pupils, but were often not prevented by the educators. Many of those affected report an atmosphere of emotional coldness when they were at home. Sources show that some of the educational staff were prohibited from loving the children. Friendships among the residents were also not welcome. Only a few young people in residential care had the opportunity to attend high school or other secondary school. Some of the young people no longer required to attend school completed an apprenticeship, but the majority of the welfare children were obliged to perform poorly qualified, often physically strenuous work in the home, most of which were not subject to social security contributions. This work in the home, regarded by many as forced labor, leads to absenteeism in the pension insurance.

The scandalous conditions in home education were made accessible to a wider public through the " home campaign " of the student movement in the 1960s . Here also committed Andreas Baader and Ulrike Meinhof , which the screenplay for the film Bambule wrote in which the grievances were addressed in the homes. In the so-called "home revolt", many young people fled the homes and were taken in by student shared apartments or they became Trebegänger . The revolt led to a change in the concepts of home education and the development of an expanded canon of educational aids . Accordingly, the “International Society for Home Education” was renamed “International Society for Educational Aid” . Residential groups were increasingly preferred as routes to homes.

21st century

Former children's home demonstration April 2010, whipping nun from Jacques Tilly .
Former children's rally

In November 2008, the Petitions Committee of the German Bundestag recommended setting up a round table to deal with what happened in home education in western post-war Germany under the legal, educational and social conditions of the time. The Petitions Committee stated that it saw and recognized the injustice and suffering that children and adolescents had experienced in various children's and reforming homes in the Federal Republic between 1945 and 1975 and that it deeply regretted it. After the German Bundestag accepted the recommendation, the Federal Government set up the Round Table on Home Education in the 1950s and 1960s, chaired by former Bundestag Vice President Antje Vollmer . It included representatives of the former children in the home, as well as representatives of the Bundestag, the federal government and the federal states, the youth welfare offices, the state, church and non-denominational institutions of the nursing homes, as well as youth institutes and academics. The round table should consider evidence of the injustice that has been done to children in the home. He was supposed to deal with the social, economic and health (organic or psychological) consequences of the home-raising practice and promote communication between those affected and the "successor" organizations of the home owners at the time, as well as establish contacts for the individual processing of home biographies. In addition, the round table should serve to provide information to former children in care and provide psychological, social or pastoral counseling services from the institutions and organizations involved to former children in care if necessary. Finally, criteria for evaluating the demands of former children in care should be developed and possible solutions identified.

In December 2010, the round table presented its final report. It shows that in the home upbringing of the early Federal Republic of Germany, the rights of the children in the home were massively violated by corporal punishment, sexual violence, religious coercion, the use of medication and drug trials, compulsory work as well as missing or inadequate educational and professional support. Even according to the legal situation at the time and its interpretation, this was not compatible with the law or with educational convictions. Parents, guardians and carers, youth authorities, courts, the communal and church supporters of the home and the home staff and finally the silent public are named as responsible for the suffering inflicted on the home children. The round table called for the rehabilitation of the children in the care home, by the current representatives of the responsible institutions at the time and those who were politically responsible at the time, acknowledging the injustice and asking for forgiveness; it called for regional contact and advice centers to be set up as bases for those who were injured in former care homes. He also calls for financial measures for the benefit of individual victims, with which help to cope with trauma can be financed and financial disadvantages, for example in the case of retirement, can be compensated. He also works to ensure that the scientific processing and documentation of the grievances in home education are financially supported. A fund for former children in the home should be set up, which is to be endowed with a total of € 120 million from the public purse and the home sponsors. Finally, organizational and legislative initiatives would have to be taken in order to better guarantee the rights of today's children in care. The final report closes with an appeal from the chairperson to the German Bundestag and the state parliaments to implement the required measures quickly. On January 1, 2012, the Home Education Fund was set up in the Federal Republic of Germany between 1949 and 1975 . Up until December 31, 2014, affected former children in a home could register their claims with your local contact and advice center.

In 2011, a Corsten Jugendhilfe GmbH facility in Hellenthal came under fire . In 2013 the facilities of the Haasenburg in Brandenburg were closed. In March 2013, serious allegations were made against the Schönhof Salow youth center. In May 2015, accommodation abroad and possible personal benefits were discussed using the case study of the youth welfare office scandal in Gelsenkirchen ; Life Jugendhilfe GmbH in Bochum was also mentioned. In May 2015, a facility of Jugendhilfe Eifel gGmbH was closed in Daleiden . In April 2015, former residents of a Protestant children's home in Korntal sought compensation for sexual abuse. In June 2015, two Friesenhof youth welfare facilities in Dithmarschen were closed due to harassment of children and young people.

Measure as an aid to education

background

Home upbringing should be the “last resort” when problems arise in the family. While it used to be more common to put children in a home relatively quickly, many youth welfare offices are now recommending outpatient or semi-stationary help in order to enable the child or young person to continue to have more regular contact with the family and their familiar surroundings. The best interests of the child, not financial reasons, should be decisive for the question of which measure is carried out.

scope

At the end of 2011, around 65,000 young people were living in assisted living in Germany. The number has increased by 11% since 2008.

Legal bases

According to Section 34, Book 8 of the Social Code (SGB VIII), home education is an aid to education in a facility day and night. It is true that every legal guardian has a legal right to help with upbringing if an upbringing appropriate to the well-being of the child or young person is not guaranteed and the help is suitable and necessary for his or her development. A proper assistance plan procedure in accordance with Section 36 of Book VIII of the Social Code must be carried out prior to external placement .

Within the framework of § 1666 BGB ( child welfare endangerment ), a family court can, on the initiative of the youth welfare office, order placement in a home or other help against the will of the custodians ( parents ). This happens when the child's welfare is at risk and when the legal guardians are unable or unwilling to avert the danger.

costs

Depending on the type of youth welfare institution chosen, the costs of home education can amount to up to € 10,000 per month. In the context of appropriateness and capabilities, first the aid recipient himself, then his spouse / partner and lastly his parents are involved in the aid costs. In the case of full inpatient accommodation, each parent and the spouse / partner of the beneficiary has to pay a contribution towards costs based on the average income of the entire previous calendar year. In addition to the contribution to costs from income, a contribution in the amount of child benefit must be paid. The maintenance obligation of the parents is suspended for the duration of the upbringing, as the child's entire livelihood is covered by the youth welfare benefit.

To determine the relevant income, a flat 25% is deducted from the net income . If the party liable for costs claims that this deduction amount does not cover all charges within the meaning of Section 93 , the actual charges may be recognized instead. The contributions to be paid from the remaining income can be found in the cost contribution ordinance that has been in force since 2005 and revised by the Child and Youth Welfare Administration Simplification Act (KJVVG for short). The monthly amounts to be paid are between € 50.00 and € 2,438.00, depending on the income group. If the income is very high, additional contributions to the costs may also be required. However, the actual cost of the aid must not be exceeded by the cost contributions. For a young adult in a fully inpatient facility, a maximum of € 725.00 is payable by each parent or spouse / life partner. If the previous year's source of income is lost, parents and spouses / life partners can request a provisional or final recalculation based on the current income.

Regardless of this calculation, the young person being accommodated has to pay 75% of his or her current income as a contribution to costs. If the beneficiary is or will be of legal age, he will also draw on his assets.

Institutions and concepts for child and youth education

From the home may not be more talked about today. Today there are different forms of fully inpatient offers . The individual forms of accommodation differ greatly in terms of offer, target group, care key, location and, last but not least, size. It is not possible to list all forms, mixed forms and variants. Most of the facilities are run by independent organizations (e.g. Diakonie , AWO , Caritas , DRK, etc.). All are heavily dependent on the youth welfare offices 'occupancy policy, which in turn depends on the municipalities' funding policy.

The following accommodation concepts can be highlighted:

Youth living groups

This “classic” form is usually an apartment in a larger house in which around 8 children and / or young people live. They are supported by educators and social workers who work there in shifts and guarantee care and support around the clock. Homes have also been realized that consist of several houses, each with a group of people living in them. A central dining room, central laundry or kitchen can also be included separately. The large groups that used to be more common no longer exist today. Rather, the trend to be observed is to make the group size as well as the age and gender structure more family-like. Other homes, on the other hand, concentrate on certain age groups such as toddlers and young people or on problems such as drug use or sexual abuse and adjust their professional profile accordingly.

If care is provided by educators (often also couples) who live permanently in their group, one speaks of a residential group with an internal educator, a small facility or a family-like residential group. The children's villages are one such form of care .

Educational agencies

An education center is an individual care and accommodation offer according to Section 27 in conjunction with Section 34 and / or 35a, Section 41 of Book VIII of the Social Code, in which a socio-educational specialist in an employment relationship with an independent youth welfare agency looks after one or two children in their own household.
See also: Education center

Assisted living

In the so-called supervised youth housing , as a rule, round-the-clock care is also guaranteed by educators and social workers. The target groups are more likely to be somewhat older adolescents. B. live in independent groups. The aim is to introduce young people to an independent life. Young people who live in an apartment or in a house and are only visited by educators or social workers by the hour are called youth housing communities. It is also possible for a young person to live alone in an apartment. In this case, we speak of supervised or mobile individual living.

Mother-child care

In this type of housing, the mothers live with their children in one facility; This can be a supervised single home for the young mother or a shared apartment / group of several mothers with their children. Various municipalities have launched special projects, e.g. B. to enable underage mothers to bring up their children with care and to guarantee the mothers themselves care. Many independent providers now also offer childcare options for underage mothers and their children. The family activating groups also fall into this form of home accommodation, but some of these are also carried out by other homes as an additional offer.

Closed accommodation

The main difference to the groups mentioned above is that a child or young person can only be accommodated in a closed home with judicial approval (at the request of the custodian = parent, part or guardian) . It is a detention associated with detention according to § 1631b BGB. The background for the closed accommodation is often juvenile delinquency, but also self-endangerment and situations of danger to others, which, however, do not require psychiatric accommodation. Under special circumstances, frequent escapes and lack of accessibility with other forms of care can also be the cause.

Closed housing as a form of socio-educational care is heavily criticized.

Short-term accommodation, clearing

Sometimes a home placement serves only to spatially separate the legal guardian and the child for a certain time in order to relax a messy situation. Short-term accommodation is also provided with the aim of clarifying the need for help and finding possible solutions. For such cases, clearing houses are available in some federal states , which are conceptually set up for strongly fluctuating groups. A typical case of short-term accommodation is being taken into care by the youth welfare office. The duration of the short-term accommodation ranges from a few days to several weeks.

Mixed forms / variants

The differences in the design of the basic concepts of the homes are manifold, because § 34 SGB VIII opens up creative possibilities for providers. In addition to the classic form, there are z. B. Flat-sharing communities with an increased need for care , in which a very high care ratio applies. In the case of social therapeutic living, there is also a conceptual therapeutic approach. This can also be transferred to the classic home forms. The range of the many educational directions and training courses contributes significantly to the diversity of the concepts.

Media processing

The documentary film Die Unwertigen by Renate Günther-Greene was made in 2009 .

On June 25, 2015, the premiere of the movie “ Freistatt ” took place in Diepholz together with Marc Brummund, director, and Rüdiger Scholz, head of the “Bethel Youth Welfare Service in the North”. The film is representative of 3000 homes of this type.

See also

literature

  • 1972 Youth novel Places outside the writer Wolfgang Gabel , who deals with the fate of a child in a home. Anrich, Mülheim an der Ruhr 1972, ISBN 3-920110-13-7 .
  • Autobiographical short story Abused Future by Harry Graeber . Graeber's descriptions of the peculiar homeland of the post-war years and their questionable educational methods should not be understood as an indictment, but merely reflect the autobiographical situation. New edition in 2006 under the title Battered Future - Shocking Report of the Experience of a Home Child in Post-War Germany .
  • The non-autobiographical youth novel Heim by the experienced Cologne writer Mirijam Günter describes the futile escape of some of the children in the home. Günter drastically criticizes home education in Germany.
  • Peter Wensierski : Beatings in the name of the Lord . This book deals with the hitherto little public living conditions of home children in Germany from 1950 to 1970. According to the book, systematic child labor as well as beatings and humiliation on the slightest occasion seem to have been the rule rather than the exception. The book consists largely of reports from former children in the home who are now 40 to 60 years old.
  • Home education. Help in life or joint detention? by Alexander Markus Homes in a new edition with the subtitle Violence and Lust in the Name of God , in which he also describes current cases of grievances in church institutions.
  • Katrin Zimmermann-Kogel, Norbert Kühne : Aspects of home education, in: Praxisbuch Sozialpädagogik Volume 4, Bildungsverlag EINS, Troisdorf 2007, ISBN 978-3-427-75412-1
  • The detective novel Kleine Aster by Moritz Wulf Lange , which was inspired, among other things, by a review of Wensierski's book and, among other things, also takes up the motif of abuse in children's homes.
  • Volker Rhein (Ed.): Modern home education today - examples from practice.
  • Expertise processing of home education in the GDR on behalf of the Federal Government by Ruth Ebbinghaus, Karsten Laudien, Christian Sachse, Martin Sack and Friederike Wapler
  • Anke Dreier, Karsten Laudien: Introduction. Home education in the GDR , sponsored by the state commissioner for the records of the state security service of the former GDR.
  • Johann Lambert Beckers: Protocol of a home child .
  • Christian Sachse: The final touch. Youth welfare of the GDR in the service of disciplining children and young people (1949–1989); Ed .: The State Commissioner for Mecklenburg-Western Pomerania for the documents of the State Security Service of the former GDR, Schwerin 2011; ISBN 978-3-933255-35-8
  • Founding initiative of the Königsheide Foundation (ed.): A home - and yet a home? (GDR), Beggerow Buchverlag, Berlin 2015, ISBN 978-3-936103-38-0 .
  • Wilfried Rudloff: Containment and Persistence. Violence in West German home upbringing and violence against children in the family , in: Zeithistorische Forschungen 15 (2018), pp. 250–276.
Affected reports
  • Marina Roggenkamp: I was still so small - hell on earth in a Catholic children's home , 2010, ISBN 978-3-941758-64-3
  • Andreas Völker: Stromzeit - memories of the Schloss Beuggen children's home. 2011, ISBN 978-3-942066-03-7
therapy

Web links

Commons : Orphanages in Germany  - Collection of images, videos and audio files

Individual evidence

  1. ↑ dradio.de, calendar sheet
  2. ↑ Dirk Gelhaus, Jörn-Peter Hülter: The selection schools as a cornerstone of the Nazi regime , Königshausen & Neumann, Würzburg 2003, ISBN 3-8260-2460-5 , p. 73.
  3. ^ Memorandum The Adolf Hitler School. Verlag der Deutschen Arbeitsfront, Berlin 1937, p. 4.
  4. ↑ Kopp, V: Giving the leader a child. The SS organization Lebensborn eV, Böhlau Verlag 2007
  5. ↑ records management - EHRI, 01/01/1942 - 12/31/1945
  6. ↑ "Kinship Liability": How Hitler took revenge on children, NDR 07/18/19
  7. ↑ a b Petitions Committee regrets the suffering of former children in the home ( Memento of the original from December 1, 2008 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  @1@ 2Template: Webachiv / IABot / www.bundestag.de
  8. ↑ Michael Häusler: Former home children want their files . In: Association of Church Archives in the Working Group of Archives and Libraries in the Protestant Church: From Protestant Archives . 2013. p. 12f.
  9. ↑ IGfH homepage
  10. ↑ Recommendation of the Petitions Committee of November 26, 2008, page 12 ( Memento of the original of May 29, 2009 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  @1@ 2Template: Webachiv / IABot / www.bundestag.de
  11. ↑ unanimous decision of the German Bundestag from December 4, 2008 plenary minutes (PDF; 3.8 MB) agenda item 45 o, printed matter 16/11102 (PDF; 65 kB)
  12. ↑ Directory of the members of the round table ( Memento of the original from June 22, 2009 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.rundertisch-heimerendung.de
  13. ↑ Homepage of the Round Table Home Education ( Memento of the original from February 12, 2010 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. + Interim report January 2009 ( Memento of the original dated November 5, 2010 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF; 577 kB) @1@ 2Template: Webachiv / IABot / www.rundertisch-heimerendung.de @1@ 2Template: Webachiv / IABot / www.rundertisch-heimerendung.de
  14. ↑ Final report round table home education in the 50s and 60s ( Memento of the original from January 18, 2012 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF; 3 MB) @1@ 2Template: Webachiv / IABot / www.rundertisch-heimerendung.de
  15. ↑ Information on the fund's services
  16. ↑ http://www.bild.de/regional/ruhrgebiet/nach-heimschlung-gericht-kritisiert-behoerde-19104234.bild.html
  17. ↑ - ( Memento of the original from July 23, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.nordkurier.de
  18. ↑ Jugendhilfe Eifel gGmbH ( Memento of the original from July 13, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.jugendhilfeeifel.de
  19. ↑ List of reports on Daleiden ( memento of the original from May 25, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / behoerdenstress13.com
  20. ↑ http://www.swr.de/landesschau-aktuell/rp/trier/jugendhilfe-einrichtung-in-daleiden-landesjugendamt-dringt-auf-schlung/-/id=1672/did=15495550/nid=1672/nwuk6e /index.html
  21. ↑ DPA-RegiolineGeo: Church: allegations of abuse against home: millions in compensation required. In: Focus Online . April 17, 2015, accessed October 14, 2018 .
  22. ↑ http://www.shz.de/schleswig-holstein/panorama/skandal-heim-in-dithmarschen-druck-auf-ministerin-alheit-waechst-id9880756.html
  23. ↑ Press release from the Federal Statistical Office: At the end of 2011, 65,000 young people were living in a home
  24. ^ Cost contributionV
  25. ↑ § 6 KostenbeitragsV in connection with the table in the annex
  26. ↑ Definition of educational centers ( memento of the original from August 10, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. , accessed August 8, 2014  @1@ 2Template: Webachiv / IABot / www.erziehungsstellen.org
  27. ↑ Harry Graeber: Abused Future . 2001, ISBN 3-937624-60-0
  28. ↑ Mirijam Günter: Home . 2004, ISBN 3-920110-27-7
  29. ^ Peter Wensierski: Beatings in the name of the Lord , DVA, Stuttgart 2006, ISBN 3-421-05892-X
  30. ↑ Alexander Markus Homes: home education. Help in life or joint detention? . 2006, ISBN 3-8334-4780-X
  31. ^ Moritz Wulf Lange: Small aster . Bloomsbury, Berlin, 2009, ISBN 978-3-8270-0793-3
  32. ↑ Volker Rhein (Hrsg.): Modern home education today - examples from practice. 3 volumes, fresh texts, Herne, 2009/11, ISBN 978-3-933059-40-6 and ISBN 978-3-933059-42-0
  33. ^ Working group for child and youth welfare - AGJ (Ed.): Processing of home education in the GDR - Expertise . Berlin, 2012, ISBN 978-3-922975-98-4
  34. ↑ Anke Dreier, Karsten Laudien: Introduction. Home education in the GDR . Verlag Conference of the State Commissioners for the Documents of the State Security Service of the former German Democratic Republic and for dealing with the consequences of the communist dictatorship, 2012, ISBN 978-3-933255-40-2
  35. ^ Johann Lambert Beckers: Protocol of a home child. Edition Beckers, Verlag epubli, undated