Inclusive education within curricula for German language-teaching – a comparison between Germany and Switzerland

Bibliographic Data

ID21345706
AuthorsJessica Löser (0009-0006-7001-3247, University of Göttingen), Jonas Goltz (0000-0002-5703-0492, University of Göttingen, corresponding author), Danny Gecergün (Independet researcher)
Year2026
Pages1-25
Publication date2026-05-31
Open AccessYes
TypeARTICLE
VenueJournal of Curriculum Studies (JOURNAL)
Journal identifiersISSN: 0022-0272 • E-ISSN: 1366-5839
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00220272.2026.2680406
OpenAlexW7162950998
LanguageEN
References cited37

Inclusive assessment is a decisive basis for lesson design in heterogeneous learning groups. Curricula can provide a helpful baseline for inclusive teaching practices. However, how inclusive assessment is implemented at the curricular level has yet to be determined. The present study examined how various forms of assessment are implemented in German-language core curricula in a German state (Lower Saxony) and a Swiss canton (Bern). The paper thus presents a case study of German-speaking countries. In this way, two local curriculum frameworks under different national conditions (Switzerland with multiple national languages and a more uniform approach to curriculum design and Germany with one national language and a more federal approach to curriculum design) were analysed. The results showed different approaches to inclusive assessment based on the considered student backgrounds. While Bern’s curricula largely focus on Switzerland’s four national languages in this regard Lower Saxony’s curricula have a more open approach to other migration-related first languages besides the national language

Comparative education · Curriculum · Curriculum development · Curriculum studies · German · Higher education · Inclusion (mineral) · Collaborative Teaching and Inclusion · Education Methods and Technologies · Language Development and Disorders

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