On the definition and assessment of “Hilfsschulbedürftigkeit” – a critical analysis and reflection of the “Magdeburger Verfahren” (1942)

Purpose This paper investigates the German concept of Hilfsschulbedürftigkeit which can be considered the crucial reference for the exclusion of pupils from the regular school system. This category was created during the times of National Socialism; as such Hilfsschulbedürftigkeit also constituted the first step towards eugenic measures (e.g. sterilization, euthanasia). Design/methodology/approach This paper works with a variety of archival sources, such as the Magdeburger Verfahren, student assessment forms from different areas in Germany, as well as additional contextual sources. Due to the source's context of creation, a source-critical approach (source criticism) has been employed. Additionally, the paper draws from conceptual as well as social history. Findings The analysis of the Magdeburger Verfahren as well as the additional sources illustrate that a conceptual shift – from medical-psychological diagnostics to pedagogically minded assessment – regarding the identification of special needs children took place. Additionally, it can be seen that the newly created category of Hilfsschulbedürftigkeit lacks conceptual precision and that this lack of precision also manifests itself in the applied diagnostic procedures. Originality/value The history of special education can be considered an under-researched field in and of itself. This case study not just focuses on a special time and place (Germany during National Socialism) but also highlights the intermingling of disciplinary, political and ideological dynamics.