Diakonie Calls for Reforms in Educational Inclusion and Integration

The Diakonie organization has raised concerns regarding discrimination within the educational system, urging for significant improvements in inclusion and integration practices. At a press conference, Diakonie's director highlighted that the current political discourse surrounding education is overly focused on language acquisition, particularly German language support, while neglecting other critical factors impacting children's educational opportunities.

Maria Katharina Moser, the director, expressed that education is a vital tool for enhancing social mobility and securing success in the job market. However, many children, particularly those from disadvantaged backgrounds or with disabilities, face significant barriers that limit their access to quality education. The discussion should extend beyond mere language support to encompass various elements, such as parental socio-economic status, the inadequate resources available in schools situated in disadvantaged areas, the half-day school system that assumes additional tutoring, and prevalent negative stereotypes.

While proficiency in German is undeniably important, Moser criticized the current model of German support classes, asserting that it has not been effective. She called for a comprehensive reform of the educational framework that integrates language support into broader strategies for inclusion. Moser emphasized the necessity of the proposed 'Chancenbonus' or opportunity bonus for schools facing significant social challenges, although she expressed doubts about the sufficiency of the funding allocated in the government program to implement such measures effectively. Furthermore, she advocated for the inclusion of a social opportunity index in the financial distribution model for schools.

Enhancing partnerships between educational institutions and families, as outlined in the government's agenda, is seen as a positive step forward. However, Moser cautioned against employing punitive measures, arguing they could be counterproductive.

The Diakonie also identified a critical issue regarding the inclusion of children with disabilities. Currently, these children do not enjoy the same educational opportunities as their non-disabled peers, starting from early childhood educational settings. Moser described the exemption of children with disabilities from mandatory kindergarten attendance as a form of discrimination, as it allows the state to avoid its responsibility to provide adequate placements for these children. In Vienna alone, there are over 1,000 children with disabilities who lack access to kindergarten facilities.

While the Diakonie welcomes the government's proposal to establish a legal right to an 11th and 12th school year for children with disabilities, they stress the importance of swiftly implementing these measures and ensuring that these children are educated inclusively rather than being placed in special schools. Moser reiterated the need for a definitive commitment from the government towards inclusive education, noting that significant resources are currently allocated to the special education sector, which should be redirected to support inclusive practices instead.