What is behind the term integrative pedagogy?
The starting point of integrative pedagogy is the aim to provide all children with social participation and equal opportunities, regardless of whether they have a disability or not. Children with and without disabilities learn and play together, with each child being equally included in the education and upbringing system with their individual characteristics, ways of thinking and behavior. One of the basic assumptions of integrative pedagogy is that children with disabilities and children without disabilities equally benefit from the shared learning situation.
Diversity as enrichment
Right to community: The basic idea is that every child, regardless of their individual strengths and weaknesses, has the right to live and learn together with others. The diversity of the children is not only recognized but also regarded as an enrichment through which every child can learn from the others.
Together instead of separate: Children are different. While some are ahead of their peers, others show developmental delays, behavioral problems, or language difficulties, and still others are born with intellectual or physical disabilities. For a long time, children who supposedly did not fit the "normal" pattern were cared for separately. Integrative pedagogy seeks to eliminate such segregation and to integrate all children equally into society.
Integration vs. Inclusion: Today the term inclusion is heard more often, which as an approach expands the concept of integration. It is not only about including all children in society, but about dissolving the division into "normal" and "different." The goal of inclusion is that "special" children do not have to fit into existing structures. Rather, the structures are designed to suit the child so that it no longer has a special role.
What does integrative pedagogy look like in practice?
High staff-to-child ratio: In general, integrative institutions employ, alongside one or more additional caregivers or teachers, special education teachers, occupational therapists, or physiotherapists who care for the group together with the other educators.
Integrated groups: The groups are made up of non-disabled and disabled children, with the degree and type of disability varying greatly. Supported by the caregivers, all children participate equally in all activities – this makes diversity natural.
Promotion of cognitive skills: Integrative day-care centers and schools often offer an extensive educational program in areas such as language, mathematics, ethical and religious education, media, art and music.
Social and emotional skills: Children raised integratively learn early to assess and consider the different abilities within the group. Mutual helpfulness and cooperation, as well as a sense of responsibility and willingness to compromise, are promoted.
Independence and initiative: Regardless of a disability, all children should be able to organize their daily lives as independently as possible; this is consciously encouraged by the educators. Sport and physical activity play an important role in many integrative institutions.
Holistic developmental support: Each child is supported individually and at their own learning pace. Parents are supported in their upbringing and are often involved in the educational work.
Participation instead of exclusion: By having the option to send children with disabilities to a regular day-care center or school, families are also better integrated into society. In addition, parents receive support from the institution and the educational professionals.
Does integrative pedagogy also have disadvantages?
Inclusion laws are even legally required in many places. In practice, however, integrative pedagogy presents challenges. The greatest hurdle is the mindset required among parents, educators, and the responsible authorities, which cannot be enforced merely by political directives: in integrative practice every individual is called upon to question their view of normal and not normal.
A functioning implementation of integrative pedagogy requires well-trained and, above all, sufficient staff – this often causes additional costs for parents. In the effort to quickly meet the demand for new integrative institutions, the concept is sometimes implemented thoughtlessly or impractically, or not all parents and educators support the approach.
A danger of integrative pedagogy is also that educators may take the integrative idea too literally and "overchallenge" children with impairments or place them under performance pressure. It is not always possible to integrate all children equally into everyday life. This too is a fact that integrative pedagogy must address with the necessary sensitivity and competence.
