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

1. Introduction 2. Background of the UN Convention on the Rights of Persons with Disabilities 2.1 Historical Context 2.2 Objectives of the UN-CRPD 2.3 Significance of Article 24 3. The German Early Childhood Education System 3.1 Structure and Governance 3.2 Key Stakeholders and Their Roles 3.3 Current Challenges and Reforms 4. Article 24 and Its Implications for Inclusion 4.1 Definition and Principles of Inclusion 4.2 Requirements of Article 24 4.3 Expected Outcomes for Early Childhood Education 5. Implementation of Inclusion Policies in Germany 5.1 Legislation and Regulatory Framework 5.2 National and Regional Initiatives 5.3 Funding and Resource Allocation 6. Case Studies of Inclusion Practices 6.1 Successful Models of Inclusion 6.2 Challenges Faced by Practitioners 6.3 Innovations and Best Practices 7. Evaluating the Impact of Inclusion Efforts 7.1 Methodologies for Assessment 7.2 Statistical Analysis of Outcomes 7.3 Qualitative Feedback from Stakeholders 8. Recommendations for Policy and Practice 8.1 Enhancing Legislative Measures 8.2 Strengthening Training and Support 8.3 Promoting Community and Parental Involvement 9. Conclusion

1. How effectively has the German early childhood education system implemented Article 24 of the UN-CRPD to facilitate the inclusion of children with disabilities aged 3-6, and what are the measurable outcomes of these efforts? 2. What are the major challenges and barriers that impact the successful inclusion of children with disabilities in the German early childhood education system, and how can policy adjustments improve the compliance with Article 24 of the UN-CRPD?