Ausgabe 2/2018, 110. Jahrgang S. 153–168
The Development of School Competencies and of Emotional-Social
School Experiences in the Inclusive Primary School of Hamburg
Selected Results from the Quantitative Evaluation of the Introduction of Inclusive Education in Hamburg (EiBiSch-Project)
The inclusive enrolment of children with and without special educational needs was comprehensively introduced in Hamburg in 2012 and evaluated from 2013 to 2017 by a project called EiBiSch. Presented results refer to studies of the quantitative sub-project (TP 1) of EiBiSch. The sample of the studies consisted of 2,006 pupils (grade 2nd to 4th) from 35 primary schools and three consulting centers [Regionalen Bildungs- und Beratungszentren, ReBBZ]. Changes of the numbers of children with special educational needs during the last years, the development of competencies in mathematics and reading comprehension, and emotional-social school experiences of children with different forms of special educational needs are examined.
evaluation, inclusive education, frequencies of special educational needs, competencies in school subjects, emotional-social school experiences