Some 200,000 people who were mentally ill or disabled were killed in Germany during the Nazi era. The cynical name for the extermination program was "euthanasia," which means "beautiful death" in ancient Greek. This horrific past has shaped the way Germany treats the terminally ill and the disabled. Germany's laws on assisted suicide are restrictive, and the country has stricter rules on pre-implantation genetic diagnosis, a form of embryo profiling, than most other European countries.
In 2006, the United Nations General Assembly adopted the Convention on the Rights of Persons with Disabilities, which Germany ratified in 2009. It calls for a so-called inclusive education system for all children, which means that children with disabilities and behavioral disorders should be allowed to attend mainstream schools. The German city-state of Bremen adopted the inclusion requirement in 2009, and other German states are in the process of implementing it.
Now a debate has unfolded on the pros and cons of inclusion. Proponents say that being different has to become normal. But opponents believe that inclusion comes at the expense of special-needs schools, that teachers are overwhelmed, that better students are short-changed, and that disabled children feel excluded in mainstream classes.
It is a debate in which some are berated as idealists and others as ideologues. But, ultimately, the real issue is how to define the moral standards of coexistence.
Berlin contemporary historian Götz Aly, 65, has a 34-year-old disabled daughter named Karline. In a SPIEGEL interview, he talks about the joys and hardships of everyday life with a disabled child. Aly has spent 32 years studying the issue of euthanasia. His book, "Die Belasteten" ("The Burdened"), was recently published by the S. Fischer publishing house.
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