Separation (pedagogy)

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Scheme of the development stages of school integration

Under separation in the teaching refers to the separation of different individuals for the production of the greatest possible homogeneity of a social group, with the goal of learning to organize successful.

Homogeneity as a success factor

In the 20th century, in particular in German-speaking countries, the prevailing view was that more homogeneous groups (especially school classes) could guarantee the greatest possible educational success for all. With the intention of creating homogeneous performance groups, year classes are formed, children are put on hold (repetition, staying seated), selected in special schools and remedial classes or the children are separated from each other in secondary school , secondary school and grammar school .

Special education

The emergence of special education is a result of the separation through the segregation of children with disabilities in special schools . There they are further differentiated, according to the type of handicap, into the physically handicapped, the speech handicapped, the learning handicapped, the mentally handicapped, the hearing / visually impaired and those with behavioral problems. Separation was in the past and is still partly done today according to other aspects, e.g. B. of religion or gender.

The most obvious motive for such a strong differentiation into groups that are as homogeneous as possible is the possible efficiency of the teaching, especially the frontal teaching. The teacher does not need to prepare for each student individually, the schools only have to be structurally prepared for a handicap and much more.

Criticism of the separation

However, recent research has shown that these sorting principles - especially in the context of social learning - do not work. In addition, there are personality and performance differences within a class, despite the desired homogeneity, which call the sorting approach into question. This led to the first approaches to integration , which is easier to make possible not least through more modern forms of teaching. At the end of the 1990s, the educationalist Hans Eberwein rejected the process of separation that was becoming established as "inhuman and undemocratic".

literature

• Kristina Liebermeister, Maili Hochhuth: Separation and integration. The history of teaching for disabled children (= education in transition. Volume 3). Juventa, Weinheim / Munich 1999, ISBN 978-3-7799-1057-2 .

Individual evidence

1. ↑ Désirée Laubenstein: Special Education and Constructivism. Waxmann, Münster 12008, ISBN 978-3-8309-1910-0 , p. 53 ( limited preview in the Google book search).