Fragmentation Management from Policy to Practice. Special Educational Needs Teachers (SEN Teachers) in Mainstream Schools in Germany

Abstract Inclusive education is one of the most far-reaching reform projects in school policy since decades Germany. In perspective educational governance chapter examines how and by which stakeholders job profile role clarification special needs teachers (SEN teachers) primary schools Germany steered. The analysis based on data from project FOLIS, used a mixed-methods design to interview administration experts, principals, SEN 4 out 16 federal states. results show “fragmentary form” steering, essence limited measures input control largely excludes elements output control. Within single schools, several ways negotiation tasks task distributions were found. responsibility for daily inclusive shifted each individual school, within themselves. Written agreements clarify teachers’ areas are rarely SEN-teachers pushed into “fragmentation-manager”. study that very fruitful field research policy-practice nexus.