Die Rolle von Digitalschulen in der inklusiven Schullandschaft

The ideal goal of inclusive school structures is to enable educational opportunities for everyone – regardless of their personal requirements. This goal reaches its limits when pupils are unable to take part in lessons in analog face-to-face situations due to mental or physical illnesses. There are legal options to (temporarily) suspend compulsory schooling. However, this does not solve the problem of not being able to go to school for months at a time and the associated threat to a formal educational qualification. Little is known about unconventional solutions for these learners, which can lead to a supply deficit for them. There are various institutions in Germany that offer (digital) schooling for learners who have suspended compulsory schooling. To improve an inclusive school landscape, it is important to look at the offerings and the legal and pedagogical framework of such digital schools. This article therefore attempts to address the following questions:

What is understood by the term inclusion in the various school laws in Germany?

What options do school laws offer for temporarily suspending compulsory schooling?

Which pupils are eligible for such suspension of compulsory schooling?

What kind of digital schooling is available worldwide and especially in Germany?

What are the legal requirements for covering the costs of digital schooling according to Section 35a SGB VIII?

What conclusions can be drawn from an evaluation of case law on the aforementioned-issue? An analysis of 15 first and second instance decisions form the basis here.