Förderbedarfe

Förderbedarfe is a term used in German-speaking education to describe the individual needs for additional support that a learner requires to participate in teaching and school life. The concept covers a wide range of causes, including cognitive, linguistic, motor, emotional-social, sensory, and health-related factors, and these needs can be temporary or permanent.

Identification usually involves teachers, parents, and, if necessary, school psychologists or other specialists. The process results in a pedagogical assessment and, in many systems, a formal determination of a Förderbedarf. Depending on national or regional law, there can be different levels or types of Förderbedarf, for example limits that trigger support within the general classroom versus a designation that may lead to placement in a special education setting or to more intensive individualized services.

Measures to address Förderbedarfe include Nachteilsausgleiche (accommodations such as extra time, reduced workload, or assistive technology) and targeted instructional supports (individualized teaching, small-group work, therapy). A central instrument is the Förderplan or equivalent documentation, which specifies goals, methods, and responsibilities and is regularly updated as the student’s needs change.

The overarching aim of recognizing Förderbedarfe is to enable inclusive participation and learning opportunities for all students, with appropriate resources and interventions. Policy and practice regarding Förderbedarfe vary by country and region, but many education systems emphasize providing support within mainstream schools whenever possible, while offering specialized services when needed.