Abstract
In Germany children with special educational needs are still predominantly taught in special schools. Although segregative schooling stands in conflict with the legal situation, only little development towards inclusive concepts has been made. One substantial argument are the costs involved by the required, extensive reorganization of the educational system. By using location planning procedures, this paper describes how organizational effects and the financial impact of implementing inclusive settings can be analyzed systematically. Schooling of children with learning disabilities in the German federal state of Hesse is used to exemplify and discuss the approach. The results indicate that especially in rural regions, where school enrollment is decreasing, preference should be given to inclusive concepts in order to provide a demand-oriented school system where schools are close to home for all students.
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Notes
- 1.
In Germany, education is controlled by the federal states (the “Laender”), i.e. each federal government is responsible for its educational policy and school system.
- 2.
Public schools are fully publicly funded and do not charge tuition. Privately funded schools are excluded as they do not report relevant information, e.g. on students per grade.
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Schwarz, A. (2013). Applying Location Planning Algorithms to Schools: The Case of Special Education in Hesse (Germany). In: Lausen, B., Van den Poel, D., Ultsch, A. (eds) Algorithms from and for Nature and Life. Studies in Classification, Data Analysis, and Knowledge Organization. Springer, Cham. https://doi.org/10.1007/978-3-319-00035-0_32
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DOI: https://doi.org/10.1007/978-3-319-00035-0_32
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