Miteinander

Integration is a current requirement for school development. It is not enough to simply formally include students who have previously been taught in special schools. This work presents the development project of a primary school that is preparing for its immediate proximity to a therapeutic center for severely multiply disabled children. The starting point is the question of what preparatory processes are necessary to establish a long-term peaceful cooperation between disabled and non-disabled students. The concept of the year-round project focuses on the personal development of children and teachers, their ability to encounter the unfamiliar, and to reduce prejudices. Based on the principles of personality psychology and attitude research, all relevant levels are included in a systemic approach. The sustainable success of the project—both institutions cooperate closely and combine their resources, while children and teachers maintain diverse supportive contacts—demonstrates the effectiveness of the described approach.