Wie ist die Umsetzung der UN-Behindertenrechtskonvention (UN-BRK) im deutschen frühkindlichen Bildungssystem in Bezug auf Artikel 24 die Inklusion von Kindern mit Behinderungen im Alter von 3-6 Jahren zu bewerten?

1. Introduction 1.1 Background and Context 1.2 Objectives and Research Questions 1.3 Methodology and Scope 2. The UN-CRPD and Article 24 2.1 Overview of the UN-CRPD 2.2 Importance of Article 24 2.3 Inclusions and Obligations 3. Early Childhood Education in Germany 3.1 Structure and System Overview 3.2 Legal Framework 3.3 Current Inclusion Policies 4. Implementation Strategies 4.1 Policy Implementation at Federal Level 4.2 State and Local Strategies 4.3 Role of Educational Institutions 5. Challenges and Barriers 5.1 Institutional Challenges 5.2 Societal and Cultural Barriers 5.3 Resource and Funding Issues 6. Case Studies and Examples 6.1 Successful Implementations 6.2 Lessons Learned from Case Studies 6.3 Regional Variations 7. Evaluation and Impact Measurement 7.1 Criteria for Evaluation 7.2 Assessment of Outcomes 7.3 Long-term Implications 8. Conclusion and Recommendations 8.1 Summary of Findings 8.2 Recommendations for Policy Makers 8.3 Future Research Directions

1. What are the key factors influencing the successful implementation of Article 24 of the UN-CRPD in early childhood education settings in Germany for children aged 3-6 with disabilities? 2. How do federal, state, and local strategies in Germany differ in their approaches to fulfilling the obligations of Article 24 of the UN-CRPD in early childhood education, and what impact do these differences have on the inclusivity of children with disabilities?