School support workers in everyday school life: goals, role, independence

Legal status: 08.10.2026 (federal law, checked against the statutory text; for how to apply, see the linked articles). The guideline expired on 23.03.2026. ^[2]

What the 2021 guideline recommended

• Individual and goal-oriented. The deployment of integration assistants or school support workers should be individual and aimed at achieving clearly defined goals. ^{[1, Rec. 109]}
• Limited and reviewed. Deployment should take place over a limited period; the indication should be reviewed regularly and reduced over time. ^{[1, Rec. 109]}
• Independence. The independence of the child or adolescent should always be promoted. ^{[1, Rec. 109]}
• Trained. School support workers should be trained in dealing with the child and know the basics of effective therapy methods. ^{[1, Rec. 109]}

The guideline also stated that the German social system finances the use of integration assistants or school support workers in nursery and in lessons to promote participation. ^{[1, Rec. 109]}

Cooperation with the school

The guideline also named: teachers should receive training or comprehensive information about autism. Support should be designed individually and compensate for disadvantages caused by the condition without reducing the subject requirements. As examples for school children, it named simplified work instructions and task wording as well as individual reasonable adjustments such as extended working time, an individually designed workspace, a low-stimulus separate room or hearing protection. ^{[1, Rec. 109]} A support plan – for pupils also reasonable adjustments – should be formulated in writing in cooperation with professionals, implemented in a binding way and reviewed regularly. ^{[1, Rec. 109]} More on this: Reasonable adjustments at school.

Shared support: what the law says

Under section 112 para. 4 SGB IX, the guidance and support needed at school or university because of the disability can be provided to several people entitled to benefits together, as far as this is reasonable for those entitled under section 104 SGB IX. ^[3] How to apply for a school support worker and which authority is responsible: Applying for a school support worker and Integration assistance under SGB IX.

What else you should know

• Put goals in writing. This makes the review easier. This is a practical tip from the editorial team; the guideline only says that goals should be clearly defined.
• Coordinate school and school support. The support plan and reasonable adjustments should fit together. ^{[1, Rec. 109]}
• Not covered: who bears the costs, qualification and employment of school support workers in detail, state regulations on schools and school laws, the ongoing reform of child and youth welfare (draft): Child and youth welfare: cabinet adopts first stage of structural reform.

Sources and literature

1. DGKJP, DGPPN et al. Autismus-Spektrum-Störungen im Kindes-, Jugend- und Erwachsenenalter. Teil 2: Therapie. S3-Leitlinie, AWMF-Reg.-Nr. 028-047, Stand Text 02.05.2021 (Empf. 109). – Guideline (in German); expired on 23 March 2026 (see no. 2)
2. DGKJP. Aktuelle Leitlinien (Eintrag 028-047: „Gültig bis 23.03.2026“). https://www.dgkjp.de/wissen/aktuelle-leitlinien/ – Professional society (website in German)
3. § 112 SGB IX – Leistungen zur Teilhabe an Bildung (www.gesetze-im-internet.de/sgb_9_2018/__112.html). – Statute (German federal law, in German)