Inclusive School: 'You Can't Pursue an Inclusive Ideal When Regular Instruction Is Made Impossible'

Dagmar Rösler, the head of the Swiss Teachers' Association, acknowledges that "half-successful is not enough" regarding inclusive education in Switzerland. A recent survey of over 10,000 teachers has delivered a damning verdict on the current model, prompting Rösler to call for swift adjustments. While she remains committed to the principle of inclusion, Rösler concedes that the practical implementation has proven challenging, necessitating a "course correction."

The survey highlights a deep division among educators. While two-thirds of respondents find the learning progress of students with special needs enriching and 80 percent believe heterogeneous classes foster social skills, a significant portion of teachers, particularly those at the secondary level or dealing with behaviorally challenged children, express strong opposition. Rösler stresses that these critical teachers are not fundamentally against inclusion but view its current execution as a failure.

"The truth is: Teachers cannot always meet the demands. That cannot be denied," Rösler stated, admitting that the ideal of catering to every child's needs in a regular classroom with numerous students, some with diagnosed special needs and others with individual requirements, is often unattainable. She emphasized the need for greater flexibility, suggesting that removing disruptive children from a class temporarily could benefit both the individual student and the overall classroom environment. This approach aims to provide a calmer setting for the child to develop while allowing the regular class to maintain a more relaxed atmosphere.