Verfassungsrechtliche Anforderungen an den Umgang mit Legasthenie und Dyskalkulie im allgemeinbildenden deutschen Schulsystem

In Germany about four to eight percent of all people are affected by dyslexia and three to eight percent are affected by dyscalculia, this means that every school classroom contains on average at least one student affected by specific developmental disorders of scholastic skills. The approach to dyslexia and dyscalculia at school is therefore not only relevant in legal theory, but specifically relevant in practice.
The author discusses the constitutional issues raised by this topic in a variety of constellations. This raises the question of the legitimacy and title of compensatory measures for affected students, which are capable of compensating the potentially poorer starting conditions and constitutionally founded eligibility for ability and talent-oriented schooling and assessment.