In the European and North American context, the tendency to promote and to appreciate heterogeneity in schools becomes more and more noticeable (Artiles, Kozleski, & Waitoller 2011). As a result of the UN convention "Rights of People with Disabilities", many countries are now obligated to establish inclusive schools. Therefore, processes that favored segregation are being abandoned in favor of inclusionary measures. The implementation of these ideas means that classes have a much more heterogeneous student body, which in turn challenges the teachers’ competencies to a very high degree. Regular classroom teachers fear that they may not be able to meet the demands that students will reach the required levels and standards once the classes becomes inclusive. Also, teachers in the field of special education are challenged to define a new professional identity. Instead of only dealing with their own special class, special education teachers have new tasks, for example counseling or cooperating with other teachers during and outside their lessons (Ainscow et al. 2006; Werning/Löser 2010).
International comparisons show that teachers and schools deal differently with these processes to become more inclusive (Artiles/Kozleski/Waitoller 2011). It can be emphasized that heterogeneity alone is not followed by an automatic improvement in educational quality for all students. New criteria are needed (Werning/Löser 2010). In many countries it has become obvious that the debate dealing with the definition of the term ‘quality standards’ with regard to the development of schools and output orientation of lessons needs to be given much more attention. Therefore, a new definition of the term ‘quality standards’ is needed. However, not even within the discourse of inclusive education is there a consensus on the definition of ‘quality standards’ or even what ‘inclusion’ means (Ainscow et al. 2006). Within this symposium, definitions of ‘quality within inclusive schools’ will be discussed from an American, British, German and Swedish perspective. Which criteria of ‘quality standards’ can be identified within the context of inclusive education? How does the definition of quality change based on the perspective of subject didactics versus special education? Do definitions of quality within inclusive education differ between nations? Within this symposium there will be an international comparison of quality standards based on research results and research reviews.

References
•    Ainscow, M., T. Booth, A. Dyson, P. Farell, F. Gallannaugh, A. Howes, and R. Smith. 2006. Improving Schools, Developing Inclusion. London/New York: Routledge.
•    Artiles, A.J. / Kozleski, E. B. / Waitoller, F. R. (Ed.) (2011): Inclusive Education. Examining Equity on Five Continents. Cambridge, Massachusetts: Harvard Education Press
•    Werning, R. / Löser, J.M. (2010): Inklusion: Aktuelle Diskussionslinien, Widersprüche und Perspektiven. [Inclusion: actual discussions, contradictions, perspectives] In: Die Deutsche Schule, 102, 2, S. 103-114.