SOCIAL-EMOTIONAL HANDICAP IN THE CONTEXT OF INCLUSION: CHALLENGES AND PERSPECTIVES FOR PARTICIPATION IN SOCIAL LIFE
SOCIAL-EMOTIONAL HANDICAP IN THE CONTEXT OF INCLUSION: CHALLENGES AND PERSPECTIVES FOR PARTICIPATION IN SOCIAL LIFE

Summary/Abstract: This article analyses the challenges and perspectives of social participation of people with social-emotional disabilities in the context of inclusion. Based on a qualitative expert interview with Winfried Klaes, which was conducted as part of a dissertation, the effects of early childhood stress experiences on the development of self- regulation skills are analysed and the central limitations of current educational approaches that focus on autonomy and self-determination are highlighted. The results show that traditional educational methods are often ineffective or counterproductive for those affected, as lasting neurobiological changes (in particular dysregulation of the stress systems) make independent self-regulation considerably more difficult. Klaes defines four central factors in the development of a social-emotional handicap: early stress, disturbed developmental windows of neuronal maturation, chronic stress experience and epigenetic changes. These factors make the usual expectations of autonomy within current inclusion concepts unrealistic. The article calls for a fundamental change of perspective in education and social policy. Attachment-oriented, neuro-systemic and process-oriented interventions are recommended, which are individually tailored to provide long-term stabilisation. Klaes also proposes the official recognition of social- emotional disabilities in accordance with Section 2, Paragraph 1 of Book IX of the German Social Code as well as adjustments to training and funding. In conclusion, the article emphasises the need for a socio-political consensus on the definition of social-emotional disability in order to establish appropriate support services. The study has limitations as it is based on the perspective of a single expert. Future research should integrate further expert opinions as well as the perspectives of educators, those affected and carers.

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