HASILUX

Handbuch fir Autismus a
Schoulinklusioun zu Lëtzebuerg

Educational Inclusion Study: What School Staff Say About Their Experience

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Written by 

Gérard Kieffer

Date published

Last updated

Introduction

On December 9, 2024, the Ministry of National Education, Children and Youth and the University of Luxembourg presented the fourth National Education Report. (Click here for the LinkedIn post)

This report includes a new study titled “Inclusion in Luxembourg from the Perspective of School Stakeholders.” At HASILUX, we explain the main findings of this study in simple language so that more people can understand them.

While our article focuses on autism, the study also covers other important topics for schools.

What was studied?

Researchers conducted a large study about school inclusion. They wanted to know:

  • How well does inclusion work in Luxembourg schools?
  • How do different teachers feel about working with students who need special support?
  • What works well in inclusion?
  • What needs to improve?

The study also revealed important findings about collaboration and autism.

Who was interviewed?

The researchers interviewed different people in schools:

  • Regular teachers from primary schools
  • Regular teachers from secondary schools
  • I-EBS (specialist teachers for students who need more help)
  • ESEB teams (groups that support students with special needs)
  • Professionals from competence centers (special schools for students with various disabilities)

What did the researchers find?

The good news for inclusion:

  • Many teachers say they feel competent in their work
  • Teachers feel comfortable in their school
  • Teachers are motivated to work with students who need special support

What the study says about autism:

  • Many teachers find working with autistic students particularly challenging
  • Even specialist teachers (I-EBS) say they need more support with autism
  • Among all students with special needs, teachers feel least confident working with autistic students

What still needs to improve:

  • Regular teachers need more support and training, especially in working with students with special needs
  • Teachers want to know how to make their teaching effective for all students
  • Collaboration between teachers and support staff needs to improve
  • Teachers particularly want more training about autism
  • Teachers also feel uncertain about other special needs, such as social-emotional disorders or intellectual development issues

Why is this important for HASILUX?

The study shows that:

  • Autism is a major challenge for many teachers
  • Teachers need more support and knowledge
  • The HASILUX platform can help share important information about autism
  • Teachers can find guidance here on how to better support autistic students

Who conducted the study?

The researchers are:

  • Martine Frising and Anne-Marie Muller from the National Observatory for Children, Youth and School Quality (OEJQS)
  • Emilie Jacobs from UCLouvain University in Belgium

The OEJQS is a Luxembourg institution that monitors and studies how children and young people are doing in Luxembourg. It also examines how well schools are functioning.

Source

This text comes from the National Education Report Luxembourg 2024. Important parts have been summarized and adapted into simple language for the HASILUX platform.

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