Wie konstituiert sich die Sonderpädagogik als Wissenschaft? Diese Arbeit untersucht am Beispiel der Pädagogik bei geistiger Behinderung (PbgB) die disziplinäre Konstitution und die Etablierung ihres Fachwissens. Ausgehend von Ludwik Flecks Theorie von Denkstil und Denkkollektiv wird analysiert, wie sich eine Wissenschaft anhand eines Personenkreises konstituiert, den sie einerseits durch Bezeichnungen abgrenzt, andererseits aber als heterogen entlang von Differenzkategorien beschreibt. Die sozialwissenschaftlich und diskurslinguistisch informierte Analyse zentraler Lehrbücher (1991–2021) deckt dabei ein fundamentales Konstitutionsproblem auf: Die PbgB postuliert ihre Einheit, indem sie die explizierte Heterogenität ihres Gegenstandes verkennt. Die Befunde stoßen eine notwendige Debatte über die Fundamente der PbgB an.

Listed by Unglue.it.

This open access book, originally published in Portuguese in 1988 and now available in English for the first time, describes the Brazilian educator, Antonio Leal's, experiences teaching so-called “unteachable” children in Rio de Janeiro’s favelas. A Voice for Maria Favela tells the story of how Leal considers what the children bring to the class, gradually engaging them in developing a narrative about Maria Favela, a single mother and housemaid. Leal uses the sounds within the story to draw out the students’ abilities to see enunciation and articulation as a process of becoming literatized. A contemporary and admirer of Paulo Freire, Leal nevertheless recognised that his students’ needs could not be theorized along Freirean lines of oppressor/oppressed. He devised an emancipatory approach that is more focussed on the individual child and their capacity for self-expression than those often found in critical pedagogy. The book puts forward a unique type of radical pedagogy and philosophy of education, developed through direct classroom observation. The book includes a substantial introduction written by the translator Alexis Gibbs (University of Winchester, UK) and preface by Inny Accioly (Fluminense Federal University, Brazil). The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.

Listed by Unglue.it.

This work offers a comprehensive perspective on inclusive education in early childhood, highlighting teacher attitudes as a determining factor in the construction of inclusive classrooms. Educational inclusion is not limited to regulations or the implementation of policies; rather, it constitutes a philosophy that recognizes and values human diversity in its cultural, social, emotional, and cognitive dimensions. From the earliest years of schooling, the way teachers perceive and respond to individual differences shapes each child’s socioemotional development, self-esteem, and disposition toward learning, laying the foundations for educational equity and the construction of more just societies. The book explores how teachers’ lived experiences, their initial and ongoing training, institutional support, and family and community contexts influence their attitudes toward inclusion. It also analyzes the everyday challenges of pedagogical practice, such as workload overload, stress, and resource limitations, showing how teachers’ sensitivity, commitment, and creativity can transform obstacles into learning opportunities. Concrete pedagogical strategies are highlighted, including active methodologies, collaborative projects, and curricular flexibility, which make it possible to address diversity effectively and promote essential socioemotional competencies. The work also emphasizes the ethical and social dimension of inclusive education, positioning teachers as agents of change who contribute to more cohesive, empathetic, and equitable societies. Overall, this text provides evidence, reflection, and practical tools to strengthen inclusive education from early childhood, inspiring action and transforming the educational experience into a pathway toward equity and the genuine appreciation of diversity.

Listed by Unglue.it.

This volume is dedicated to the relevance of subjectivation research in educational science and related disciplines. It combines basic theoretical and methodological contributions to subjectification research with analyses that focus on gender and race aspects. The diverse contributions of the authors cover current problems and questions and offer insights into subjectivation research and its significance for society.

Listed by Unglue.it.

In verschiedenen Humanwissenschaften gibt es eine lebhafte Debatte über Emotionen und deren Bedeutung für die jeweiligen Disziplinen. Demgegenüber steht die Auseinandersetzung mit der Bedeutsamkeit von Affekten, Gefühlen und Emotionen in der Heil- und Sonderpädagogik und der inklusiven Pädagogik noch am Anfang. Ausgangspunkt dieses Sammelbandes ist die Annahme, dass die Art und Weise, wie wir andere Menschen wahrnehmen, einschätzen und bewerten und wie wir mit ihnen kommunizieren immer affektiv und emotional grundiert ist. Affekte, Emotionen und Gefühle haben einen großen Einfluss auf die Ermöglichung, Infragestellung oder Verhinderung von sozialer Zugehörigkeit. Dabei gilt ein besonderes Augenmerk der Ambivalenz von Emotionen.

Listed by Unglue.it.

Bringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners. Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1) macro contexts of assessment for inclusion: societal and cultural perspectives; 2) meso contexts of assessment for inclusion: institutional and community perspectives; and 3) micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way. This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy.

Listed by Unglue.it.

Accessible environments enable people with impairments to participate in social life. But what exactly does accessibility mean? What makes a condition in the environment a barrier? What aspects determine whether environments are conducive or obstructive to social participation? How can these aspects be measured, assessed and classified? What does this mean for the planning and assessment of designed environments? The contributions to the book deal with these questions from different disciplinary perspectives. They show the multi-layeredness and complexity of the topic of accessibility. The book is intended to give substance to the discussion on barriers and accessibility - a field that is still little researched - and to inspire interdisciplinary dialogue and reflection on practice.

Listed by Unglue.it.

Unterstützte Kommunikation (UK) bietet in der Praxis und in der Wissenschaft Sozialer Arbeit Potential, um (junge) Menschen mit komplexen Beeinträchtigungen als gleichberechtigte Gesellschaftsmitglieder zu beteiligen. Dies zeigt die vorliegende qualitative Fall- und Netzwerkstudie auf, indem sie sich gezielt dem Einzelfall widmet und durch UK-Methodenanwendung nicht/kaum lautsprachlich kommunizierende junge Erwachsene mit komplexen Beeinträchtigungen zu ihren individuellen Lebenswirklichkeiten im Übergang Schule – Beruf befragt. Ziel ist es, Barrieren und Förderfaktoren der Kommunikation und der Teilhabe an Bildung/Arbeit/Beruf sowie sozialer Gemeinschaft zu ermitteln. Teilnehmende Beobachtungen, soziale Netzwerkanalysen und Befragungen naher Vertrauens- und Bezugspersonen runden das multiperspektivische Studiendesign ab. Handlungsleitende Empfehlungen für eine nachhaltige Kommunikationsunterstützung und (Aus-)Bildungsbeteiligung werden an professionelle Akteur*innen abgebender und aufnehmender (Aus-)Bildungsorte adressiert.

Listed by Unglue.it.

Kinder und Jugendliche mit chronischen Erkrankungen stehen im Schulalltag vor besonderen Herausforderungen, die weit über medizinische Aspekte hinausgehen. Um diesen gerecht zu werden, braucht es ein pädagogisches Verständnis, das Krankheit nicht isoliert betrachtet, sondern in den schulischen und sozialen Kontext einbettet. Eine inklusive Schule sollte daher individuelle Bedürfnisse frühzeitig erkennen und gezielt unterstützen. Dabei sind nicht nur Barrierefreiheit und ausgleichende Maßnahmen wichtig, sondern auch eine Kultur der Partizipation und Selbstbestimmung. Unterstützende Technologien, ein sensibler Umgang im Unterricht sowie ein ganzheitlicher Blick auf Gesundheit und Bildung tragen dazu bei, echte Teilhabe zu ermöglichen und Entwicklungschancen zu fördern.

Listed by Unglue.it.

In this open access book, Maasai leader and activist Meitamei Dapash teams with historian Mary Poole to offer a new version of Maasai history based on Maasai memory and concerns. Through their rich and detailed narrative, we learn not only about the history of the Maasai as they understand it, but also about the relations between politics and Western history; about the untold history of Kenya both pre- and post-nationhood; about why the creation of nation-states is not synonymous with liberation; and about how and why Indigenous approaches to land obstruct global processes of resource extraction. All of this finds wider resonances that upend received narratives of post-“independence” Africa and offer new opportunities for the emancipation of Indigenous communities from neo-colonial regimes the world over. Theebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Bloomsbury Open Collections Library Collective.

Listed by Unglue.it.

This volume examines boundaries in approaches to inclusion research in educational science: How are boundaries created, methodologically and methodologically processed, softened or even solidified in order to make research objects empirically ascertainable? The focus is on transdisciplinary and transnational research practices as well as self-reflexively on one's own research practice.

Listed by Unglue.it.

Klassenassistenz ist ein Modell für gelingende Inklusion auch unter herausfordernden Bedingungen. Statt Schulbegleitungen, die nur für jeweils ein Kind mit Förderbedarf zuständig sind, steht eine Unterstützungsperson allen Kindern einer Klasse zur Verfügung. Sie arbeitet gemeinsam mit der Lehrkraft langfristig als Klassenteam in gemeinsamer Verantwortung und abgestimmter Aufgabenteilung. In diesem Band werden mehrjährige Erfahrungen mit dem Modell Klassenassistenz sowie Ergebnisse aus der Begleitforschung versammelt. Die Beiträge wurden verfasst von Kolleg*innen der Wesendorfer Grundschule, Vertretern der beteiligten politischen und sozialen Institutionen und des wissenschaftlichen Begleitteams.; Classroom assistance is a model for successful inclusion, even under challenging conditions. Instead of school assistants who are only responsible for one child with special needs at a time, one support person is available to all children in a class. They work together with the teacher as a class team in the long term, sharing responsibility and coordinating the division of tasks. This volume brings together several years of experience with the classroom assistance model as well as results from the accompanying research. The articles were written by colleagues from Wesendorf primary school, representatives of the political and social institutions involved and the scientific support team.

Listed by Unglue.it.

O livro aborda o tema da inclusão de pessoas com deficiência no campo educacional, correlacionando o ativismo dos poderes legislativos e judiciário e a perspectiva do cumprimento das leis que regem as políticas de inclusão no Brasil, desde a Constituição de 1988. Os ativismos dos referidos poderes são decorrentes, sobretudo, das lutas por direitos civis demandadas individualmente ou por comunidades de pessoas com deficiência. É apresentada uma temática relevante para os debates sobre aspectos importantes para a nossa Educação, para o nosso ensino, para o Ensino de História e, especialmente, para análise daquilo que se prescreve como inclusivo e daquilo que realmente se materializa como tal em nossas escolas. O Estado e os poderes públicos constituídos devem estar conectados quanto à racionalidade de normatização das diferenças, sintonizando políticas de inclusão que fortaleçam e respeitem a condição da pessoa com deficiência, garantindo a sua presença como elemento ou sujeito a direitos, na esfera dos direitos individuais e também no âmbito da esfera pública. A obra ressalta o poder das políticas educacionais como elemento de transformação, especialmente quando exprimem a potência da capacidade da pessoa com deficiência, respeitando a sua diferença, que é única, sendo os ativismos determinantes para a construção de redes de ensino inclusivas e importante meio de assegurar políticas públicas educacionais que contemplem – e respeitem, eticamente, estas diferenças. O livro poderá interessar àqueles e àquelas que se interessam em debruçar sobre a “militância” do legislativo e do judiciário acerca da inclusão, particularmente no campo do Direito e da Educação.

Listed by Unglue.it.

Die Frage nach Differenzkonstruktionen ist für einen diversitätsensiblen Unterricht in allen Schulfächern relevant. Die Beiträge dieses Bandes fragen, wie (welche) Differenzen in fachunterrichtlichen Praktiken hergestellt werden. Die Beiträge untersuchen dazu, wie Wissensordnungen im Unterricht ausgehandelt werden: Sie befassen sich dafür mit Unterricht verschiedener Schulfächer wie Englisch, Französisch, Spanisch, Sport, Philosophie, Deutsch und Biologie sowie mit Unterrichtsmaterialien,insbesondere mit Schulbüchern für die Schulfächer Geschichte, Politik und Wirtschaft sowohl an weiterführenden Schulen als auch an Grundschulen. Der Tagungsband ist entstanden im Rahmen des Forschungsverbunds „Differenz(de-)konstruktionen in fachunterrichtlichen Kontexten“ des Schlözer Programm Lehrer*innenbildung der Universität Göttingen.; The question of how differences are constructed is relevant for diversity-sensitive teaching in all school subjects. The contributions in this volume ask how (which) differences are created in subject teaching practices. The contributions in this conference volume examine how orders of knowledge are negotiated in the classroom.

Listed by Unglue.it.

Published

Listed by Unglue.it.

In diesem Open-Access-Buch wird die Entwicklung einer Definition, eines Modells und eines Erhebungsinstruments Digitaler Teilhabe von Menschen mit geistiger Beeinträchtigung beschrieben. Eine geistige Behinderung wird als Konstrukt verstanden, das durch die ganzheitliche Wechselwirkung zwischen personenbezogenen Faktoren, Gesundheitsproblemen sowie umweltbezogenen Barrieren entsteht. Für die Identifikation der Hilfebedarfe zur Realisierung von Teilhabe ist die ganzheitliche Betrachtung von heterogenen Ursachen, Formen und Ausprägungen unverzichtbar. Der Anspruch auf Teilhabe ist gesetzlich verankert, jedoch führt die digitale Transformation zu neuen gesellschaftlichen Ungleichheiten, die sich als Digital Divide manifestieren. Trotz geringer und heterogener Datenlage zu Ungleichheiten bei Menschen mit (geistiger) Beeinträchtigung sind bereits Hinweise auf eine Digital Disability Divide zu erkennen. Um dieses Forschungsdesiderat aufzuarbeiten, bedarf es eines einheitlichen Begriffsverständnisses Digitaler Teilhabe. Auch müssen Einflussfaktoren eruiert werden, um Ansätze zur Förderung Digitaler Teilhabe zu entwickeln und darauf aufbauend ein Erhebungsinstrument zu entwickeln. Entsprechend verfolgt diese Forschungsarbeit die Entwicklung einer Definition,eines Modells und Erhebungsinstruments Digitaler Teilhabe von Menschen mit geistiger Beeinträchtigung in der Eingliederungshilfe.

Listed by Unglue.it.

This book offers a comprehensive perspective on how education can be transformed to effectively address student diversity at all levels. It examines the principles of inclusive education, emphasizing its nature as both a right and a process, and analyzes how neurodivergence, learning disorders, autism, attention deficit hyperactivity disorder (ADHD), and giftedness require pedagogical approaches that recognize and value cognitive differences. Additionally, it addresses ethnic and cultural diversity in Latin America and the Caribbean, exploring identity, interculturality, the historical impacts of colonialism, and contemporary struggles for rights recognition, showing that educational inclusion must also consider the cultural and social richness of each context. The work combines theory and practice by presenting concrete strategies such as Universal Design for Learning, curricular adaptations, reasonable accommodations, differentiated instruction, and flexible planning, aiming to ensure access, participation, learning, and well-being for all students. Furthermore, it reflects on school coexistence and the creation of equitable and participatory educational spaces, emphasizing the importance of clear institutional policies, monitoring, and inclusive evaluation. This book is an essential guide for teachers, researchers, and policymakers, inspiring the construction of more just, accessible, and enriching schools capable of fostering inclusive societies that respect human diversity in all its dimensions.

Listed by Unglue.it.

Published

Listed by Unglue.it.

O livro Educação Inclusiva: formação e experiências traz para o leitor discussões sobre a formação docente relacionadas às experiências vivenciadas no âmbito da educação inclusiva, centralizando como eixo discursivo os contextos educacionais, incluindo a classe hospitalar, considerando-os espaços para construção de múltiplos saberes. É colocado em pauta também o diálogo entre educação e saúde, compreendendo tais instâncias como territórios de aprendizagens.

Listed by Unglue.it.

Die gesellschaftliche Relevanz des Themas Inklusion ist unbestritten. Gleichwohl findet eine Transformation zu einem inklusiven Schulsystem nach wie vor nur in Ansätzen statt. Dieser Band widmet sich daher der Schlüsselfrage, wie gemeinsame Lernprozesse geplant werden können. Ausgangspunkte bilden zum einen die Entwicklungslogische Didaktik von Georg Feuser, zum anderen die im Rahmen der Qualitätsoffensive Lehrerbildung erfolgte Abschlusstagung „EIN Unterricht für alle – (un)planbar? Konzepte für einen inklusiven Unterricht im Diskurs mit Georg Feuser“. Unter dem Fokus des Gemeinsamen und Kooperativen versammelt der Band in interdisziplinären Beiträgen (didaktische) Prämissen, Konzepte, Planungsinstrumente und empirische Forschungswege für einen Unterricht, der den Anspruch an Inklusion erfüllt.; The social relevance of the topic of inclusion is undisputed. Nevertheless, the transformation to an inclusive school system is still only in its infancy. This volume is therefore dedicated to the key question of how joint learning processes can be planned. The starting points are, on the one hand, Georg Feuser's developmental logic didactics and, on the other, the final conference "ONE lesson for all - (un)plannable? Concepts for inclusive teaching in discourse with Georg Feuser". Focusing on the common and cooperative, the volume brings together interdisciplinary contributions on (didactic) premises, concepts, planning tools and empirical research methods for teaching that fulfils the demand for inclusion.

Listed by Unglue.it.

Cancel culture, canon wars, new culture wars - the media debate about which texts are still “allowed” to be read with children is not only unsettling parents. Literature houses and theaters, universities, publishers and education ministries are also looking for adequate answers to the ongoing questioning of the literary canon. This volume takes a differentiated look at the controversy surrounding the issue of culling and expands the debate to include perspectives on literature and media didactics. Among other things, it looks at pop-cultural media phenomena such as TKKG, film adaptations of Jim Knopf and modern classics such as Tschick. It also looks at the ways in which children and young people use these aesthetic media. From a cultural studies perspective, the authors argue that texts should not be excluded. Instead, they formulate framework conditions and didactic models for literature and media lessons that use (marginalized) canonized literature to address topics such as racism, diversity and questions of inclusion.

Listed by Unglue.it.

This volume develops empirical and theoretical perspectives on the experiences and risks of exclusion, based on the assumption of the intersectionality of categories of difference such as race, class, gender and disability. What is the relationship between exclusion and inclusion? How do exclusion and inclusion take place in the context of school practices? The contributions delve into topics from the 6th GERA Inclusion Research Workshop.

Listed by Unglue.it.

Education, socialisation – terms like these are constitutive for educational science. What is the significance of these basic concepts within the discourse on inclusion? What impulses can the discourse of inclusion bring to the academic discussion of these terms? Historical, theoretical, methodological and empirical contributions examine the relations between basic concepts in educational science and inclusion research, make problems visible and show their significance in teaching.

Listed by Unglue.it.

In bewegten Zeiten handeln – Der FSP ESE im Kontext aktueller Krisen Im Kontext der allgegenwärtigen globalen und lokalen Krisen und Herausforderungen muss qualitativ hochwertiger und inklusiver Bildung eine hohe Priorität eingeräumt werden. Um der zunehmenden Vielfalt der Schüler:innen bei gleichzeitigem Mangel an Ressourcen und unterstützenden Strukturen effektiv zu begegnen, werden differenzierte und flexible Ansätze und Strukturen für Bildung und Erziehung benötigt. Für viele Wissenschaftler:innen und pädagogische Fachkräfte trägt Bildung gerade in sozialen Krisenzeiten großes Potenzial für Veränderungen. Es gehört zum Selbstverständnis der Sonderpädagogik mit dem Schwerpunkt Emotionale und Soziale Entwicklung, den Status Quo herauszufordern, denn die Bewältigung bildungspolitischer Krisen erfordert neue Ansätze, Denkweisen und das geschickte Bündeln von Innovationen. Eine gerechtere und inklusivere Bildung braucht ein starkes wissenschaftliches Fundament als Grundlage politischer Forderungen. Das vorliegende Heft will dazu einen Beitrag leisten.

Listed by Unglue.it.

How can teacher training students be prepared better for their profession? This explorative study deals with the development and evaluation of a university-based professionalization measure in the context of the internship semester. The aim is to qualify prospective teachers successively for the planning and implementation of inclusive teaching in the subject English against the background of the Universal Design for Learning (UDL) and a planning guide. Among other findings, a significant increase in students' self-efficacy expectations related to inclusive instructional design was observed. The study makes a first contribution to researching the potential of inclusion-oriented professionalization measures against the background of the UDL in the school subject English.

Listed by Unglue.it.

In OECD countries the average expenditure on primary and secondary education institutions is about 3.5% of GDP. The investment in education has large implications for economic development and the proper functioning of democratic institutions, as well as overall well-being. However, clear consensus and guidance on which system leads to the best educational outcomes is lacking. This volume describes the resource allocation for compulsory and special needs education for a selection of well-performing countries and regions on PISA tests. By studying the funding systems in well-performing countries and regions the authors identify the elements in the respective funding systems that are associated with best outcomes and have the ideal characteristics to pursue particular goals of education systems such as equity and efficiency. The funding methods of primary and secondary education as well as special needs education are covered.

Listed by Unglue.it.

Befürwortende ebenso wie skeptische Stimmen zum Thema Inklusion klingen häufig so, als sei ein Gelingen oder Scheitern inklusiver Prozesse kaum beeinflussbar. Entsprechend wenig ist untersucht, wie sich Gruppenprozesse in inklusiven Gruppen gestalten. Die vorliegende Studie schließt diese Lücke, indem sie die Zusammenarbeit in Kleingruppen im Kontext inklusiver Hochschulbildung untersucht. Gegenstand sind vier rekonstruktive Fallstudien aus Seminaren, an denen Studierende und behinderte Menschen – zumeist ohne Hochschulzugangsberechtigung – teilnehmen. Unter Anwendung der dokumentarischen Methode werden Arbeitsprozesse von Projektgruppen im Rahmen inklusionsorientierter Seminare analysiert. Die leitende Fragestellung besteht darin, wie die Mitglieder einer Gruppe Gemeinsamkeit herstellen, Differenz bearbeiten und Verantwortung verteilen. Somit ist die Ambivalenz von Gemeinsamkeit und Differenz und ihre ‚Herstellung’ in inklusiven Kleingruppen Gegenstand der Dissertation. Sie leistet für die Förder-/Sonder-/Rehabilitations- und Inklusionspädagogik einen Beitrag zur kritischen Auseinandersetzung mit Differenz und den damit verbundenen Zuschreibungen. Zugleich wird aber auch die Entstehung von gemeinsamen Erfahrungsräumen in Gruppenprozessen analysiert. Obwohl im Hochschulbereich angesiedelt, sind die Ergebnisse auch für außerschulische Jugendbildung und den Sekundarbereich als relevant anzusehen. (DIPF/Orig.)

Listed by Unglue.it.

The thematic anthology is based on the conception of the 'IFO2020' in Vienna – the 34th annual conference of inclusion researchers – and represents the attempt to present in a bundled form the questions and discussions that have begun around this conference, have been further developed, or perhaps even emerged in this context in the first place. In keeping with the theme of the volume, inclusion research itself necessarily becomes the focus of debate when its inherent controversies, perspectives, and developments are discussed. This results, among other things, in references to empirical, theoretical, and paradigmatic orientations of inclusion, interdisciplinary associations, critiques of both pedagogical and (one's own) academic practice, intersectional interweavings, or even voids that remain open to discussion.

Listed by Unglue.it.

Accessible communication comprises all measures employed to reduce communication barriers in various situations and fields of activity. Disabilities, illnesses, different educational opportunities and/or major life events can result in vastly different requirements in terms of how texts or messages must be prepared in order to meet the individual needs and access conditions of the recipients of accessible communication. This handbook examines and critically reflects accessible communication in its interdisciplinary breadth. Current findings, proposed solutions and research desiderata are juxtaposed with reports from practitioners and users, who provide insights into how they deal with accessible communication and highlight current and future requirements and problems.

Listed by Unglue.it.

Global paradigm, national norms and local practices. The International Handbook of Inclusive Education combines theoretical approaches and myriad comparative perspectives on inclusive education considering its global diffusion. Its contributions provide comprehensive access to international discourses, comparative research results, and inspiring practices from diverse world regions—Europe, Africa, Asia, and North America—and emphasize the relevance of comparative studies.

Listed by Unglue.it.

Die Beiträge in diesem Band brechen im Sinne einer Zeitkapsel aus der bildungswissenschaftlichen Perspektive der letzten 25 Jahre aus und eröffnen explizit historische Einsichten in die Auseinandersetzung mit Inklusion und Heterogenität. So werden Konzepte, Modelle, Theorien und Entwicklungen aus dem 19. Jahrhundert sowie neuzeitliche, aufklärerische und humanistische Verständnisse präsentiert. Die historische Betrachtung von Inklusion und Heterogenität erfolgte bislang nahezu ausschließlich in der Erziehungswissenschaft, den Fachwissenschaften und den zugehörigen Fachdidaktiken. Der Band überwindet disziplinäre Grenzen und beleuchtet Inklusion und Heterogenität aus historischer und bildungshistorischer Perspektive sowie trans-, inter- und intradisziplinär. Damit würdigt er einen bislang eher randständig betrachteten historischen Diskursabschnitt.

Listed by Unglue.it.

Dieser Sammelband beleuchtet Entwicklungen und Herausforderungen in Hochschullernwerkstätten, sowohl im analogen als auch im digitalen Raum. Er dokumentiert die 15. Internationale Fachtagung der Hochschullernwerkstätten und bietet tiefgehende Einblicke in innovative Lehr-Lernkonzepte, die Digitalisierung und Hybridisierung von Lernumgebungen sowie die Bedeutung physischer und virtueller Räume. Die Beiträge behandeln Themen wie interaktive Lernprozesse, neue Technologien und die pädagogische Dramaturgie in unterschiedlichen Raumsettings. Dieser Band ist ein Beitrag zur Diskussion moderner Bildungspraktiken und zur Weiterentwicklung von Hochschullernwerkstätten nach der Corona-Pandemie.

Listed by Unglue.it.

The book offers an articulated picture of the challenges and opportunities of school inclusion. Starting from a broad and inclusive epistemological framework, the authors delve into the crucial role of Pedagogy and Special Education for the design and construction of inclusive contexts and for guaranteeing cultural accessibility for everyone, with particular attention to people with intellectual disabilities. Through dialogue with the school context and the creation of innovative didactic paths, strategies, and practices are outlined to transform the didactic design into an authentic tool for inclusion and valorization of diversity and differences. Specifically, it is through “I quaderni di Valeria” that the reader will interface with a concrete and participatory didactic proposal. It is intended for teachers, support specialists, students in training, and professionals in the field, and serves as an important testament to the role of Pedagogy and Special Education in promoting inclusion.

Listed by Unglue.it.

Anhand von sechzehn Gesprächen zu den Gründungs- und Anfangsjahren der 1974 eröffneten Laborschule Bielefeld gibt der Band einen detaillierten Einblick in die Alltagsgeschichte eines der prominentesten und wirkmächtigsten pädagogischen Reformprojekte Deutschlands in der zweiten Hälfte des 20. Jahrhunderts. Enthalten sind Gespräche mit Heide Bambach, Christine Biermann, Wiltrud Döpp, Jürgen Funke- Wieneke, Luitbert von Haebler, Erich Heine, Otto Herz, Karin Kleinespel, Lilly Lange, Klaus-Dieter Lenzen, Will Lütgert, Rudolf Nykrin, Veronika Rosenbohm, Helmut Schmerbitz, Theodor Schulze, Gerhard Spilgies und Hella Völker.

Listed by Unglue.it.

School is where children and youth spend most of their time, where they learn, socialise and grow. However, multiple pieces of evidences tell us that school is not always a safe ‘place’ for everyone. This book explores the phenomenon of school bullying, focusing in particular on homophobic bullying, and has been developed from the results of regional research conducted in secondary schools in the Region of Umbria and extends to the national and international background, with a reflexive-interpretative approach to the data on the occurrence of the phenomenon, best practices and guidelines. Bullying is an educational problem − of inclusion, equity and safety − that is relevant for every parent, teacher, headmaster and political executive at the systemic level. From this perspective, the book combines empirical research, theoretical reflection and didactic contextualisation, drawing attention to the need for appropriate gender and civil rights education as a prerequisite for preventing and combating bullying and every form of discrimination.

Listed by Unglue.it.

Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field. This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-dominant languages in multilingual contexts. It uses Kosonen and Benson’s (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side. Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education. This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning. This book is open access under a CC BY NC ND licence.

Listed by Unglue.it.

This open access book questions whether universities ‘walk the talk’ when it comes to diversifying their student and staff bodies towards including historically underrepresented social groups in higher education. Universities talk inclusion in terms of formally committing to principles of inclusion, equality and diversity and by joining equality charters and engaging with equality legislation and other inclusion-oriented organisations. Using the case study of the UK university sector, the author notes that whilst the empirical evidence for whether commitments work to make universities more demographically diverse is scant, organisational commitments play a role in helping universities meet the demands of a world where individual empowerment and organisational proactiveness are valued. The book proposes that organisational commitments have a ‘two-way function’ i.e., that of including people in universities (Function 1) and that of including universities in the organisational fields in which they operate (Function 2). A theoretical framework and an empirical research programme for investigating these two functions, the synergies and the tensions between them, is outlined. The book draws on a range of primary and secondary statistical data and on sociological institutionalist and organisational theories to move the discussion surrounding the talk and the walk of inclusion beyond rhetoric. It informs academic research in the fields of sociology, organisational studies, higher education and social inequalities. Additionally, the book offers practitioners a tool to understand and evaluate the perceived gap between the talk and the walk in universities when it comes to pursuing inclusion, but also in other settings where organisations formally commit to societal goals.

Listed by Unglue.it.

The book summarizes important data on cross-sectional topics of heterogeneity, diversity, social justice, human rights, and inclusion in the educational sector in Iraq and in the autonomous region of Kurdistan. Scientists from Iraq, Germany and Austria jointly describe international perspectives and regional approaches to inclusion in the destabilized country of Iraq and autonomous region of Kurdistan. The authors demonstrate findings, conditions, and future perspectives, presenting approaches to action at the local level and indicating necessities for action. On a superregional level, the book can help educational governments and scientists who are in a similar process under similar conditions by describing approaches for research and reform infrastructure, developing countries and post-war countries.

Listed by Unglue.it.

This open access book explores the key barriers and facilitators to advancing meaningful and fulfilling academic careers in the higher education sector for Australian Indigenous doctoral graduates. It focuses on the career trajectories of Indigenous early career researchers who have participated in the Developing Indigenous Australian Early Career Researchers study, funded by the Australian Research Council (ARC). It delves into a deeper understanding of the professional development requirements of Indigenous Early Career Research academics and presents a new set of knowledge which incorporates Indigenous standpoints, thus creating new avenues for Indigenous early career researchers to articulate their living experiences and perspectives for the benefit of their colleagues, in the present and the future. This book also provides a model of best practice collaborative approach through its methodology, method, and structural design. The various chapters present first-hand experience with an Indigenist methodological approach, including access to respectful use of culturally appropriate terminology, modelled by the authors and carefully footnoted with explanatory notes. Its writing is also guided by ethical principles concerning Indigenous Intellectual Property Rights. This book serves as a compendium of critique for current and future Indigenous early career researchers, as well as an encouragement for mentors and advocates for equity and parity for Indigenous academics in higher education. Through the voices of Indigenous early career researchers, this book positions universities well to facilitate improved Indigenous outcomes and to continue to pursue educational equity within the higher education sector.

Listed by Unglue.it.

The term inclusion is used to refer to moments of change on several social levels. This study finds its starting point in distinguishing between affirmations of a social, an institutional, and a professional change in the context of primary schools’ developmental claim of inclusion. Against this background, inclusion becomes comprehensible as a counterfactual language game. In its course normativity(ies) are constantly negotiated and produced. For primary school teachers, whose actions are based on the claim of inclusion, an axiological task of professionalization arises. They have to translate the normativity(ies) of inclusion into a practical everyday morality. In doing so, they must mediate between institutionalized expectations, the self-claim of inclusion, and the inherent logic of organizational practice. Thus, within the organization of an inclusion-oriented primary school, different everyday moral milieus emerge. This study aims to make these milieus understandable in order to contribute to the resolution of the desideratum of a specific perspective on the profession of the primary school teacher. On the other hand, a view on the school development claim of inclusion is to be offered that refers to the profession of the primary school teacher. Following educational biographical research, the reconstructive study finds access to the practical everyday morals of pedagogical actors in practices of (professional) biographical speaking. The core sample consists of pedagogues of a primary school under construction, which offensively formulates its inclusion-oriented development claim. In three dimensions, practices of normative relevance emerge in the documentary interpretation. These are (1) the handling of primary school traditions, (2) the relationship of the pedagogical self to colleagues, and (3) the possibilities and limits of pedagogical action in the confrontation with deviant students. Four ethos-types can then be abstracted as everyday moral milieus. In these, the different manifestations of the three normative dimensions stand in ideal-typical relationships. Against the background of a praxeological definition of pedagogical professionalism and professionalization, the type of the ethos of adaptation emerges as the most clearly professionalized. The expansion of the sample to include the cases of a ‘democratic’ primary school shows that the simultaneity of stability in pupil-related activities and the dynamics related to the developmental claim correspond empirically with the claim of inclusion in the ethos of adaptation.

Listed by Unglue.it.

Seit der Ratifizierung der UN-Behindertenrechtskonvention befindet sich Inklusion im Spannungsfeld von Normalität und Diversität. Soll sie auf mehr als die Anwesenheit von Menschen mit Behinderung in Erziehungs- und Bildungsinstitutionen verweisen, so müssen diese Institutionen und die darin befindlichen Akteur*innen und Praktiken weiterhin auf ihre Verstrickungen in die Reproduktion von Ausgrenzung und sozialer Ungleichheit hin thematisiert werden. So finden sich in diesem Band Beiträge zu folgenden Schwerpunkten: Grundfragen der Inklusion, Subjekttheoretische Perspektiven im Rahmen der Inklusion, Pädagogik und Bildung aus menschenrechtlicher und demokratischer Perspektive, Mechanismen der Exklusion und Inklusion sowie Inklusive Schulentwicklung.

Listed by Unglue.it.

Vor zehn Jahren regte die Ratifizierung der UN-Behindertenrechtskonvention und die damit einhergehende rechtliche Verankerung inklusiver Prozesse eine Vielzahl von strukturellen Veränderungen im Bildungssystem an. Daher liegt der inhaltliche Fokus auf Lehren und Lernen in inklusiven Settings. Thematisiert werden damit sowohl inklusives Lehren und Lernen im Bildungsverlauf durch Kindertagesstätten und Schulen als auch in den Hochschulen.

Listed by Unglue.it.

Dieses Open-Access-Buch sammelt die Ergebnisse der vom Bundesministerium für Bildung und Forschung (BMBF) geförderten INSIDE Studie und setzt sich mit zentralen Fragen rund um die inklusive Bildung auseinander. Von der Zusammenarbeit zwischen Regelschul- und sonderpädagogischen Lehrkräften, über Elternarbeit und demokratisches Lernen bis hin zur Entwicklung schulischer Kompetenzen von Schüler:innen mit besonderen Unterstützungsbedarfen werden verschiedene Aspekte der inklusiven Bildung aus unterschiedlichen Perspektiven beleuchtet. Das Buch richtet sich an Lehrende, Forschende und alle Interessierten, die sich mit inklusiver Bildung befassen und nachhaltige Veränderungen im Bildungssystem vorantreiben möchten.

Listed by Unglue.it.

Criticism of the implementation of school inclusion is growing and the question arises: where do we stand after 40 years of integration and inclusion experience? The vision of school inclusion is based on three pillars: the pillar of personal, structural and material framework conditions, the pillar of professionalism and the pillar of individual requirements as well as the tailor-made choice of school for the benefit of the child. The basis for the pillars is inclusion on a societal level. All three pillars currently have too many shortcomings to support the “inclusion” umbrella. Among other things, parents of children with disabilities who attended an integration class around 25 years ago were interviewed for the book. The school career of their children shows that integration into elementary school and comprehensive school is possible and successful if the necessary framework conditions are in place. However, interviews about the current experiences with school administrations, teachers and parents regarding inclusive schooling show how complex and contradictory inclusion is perceived by those affected and actors today and why inclusion is currently in danger of failing. Numerous practical examples of the implementation of inclusive didactics and inclusive structures in mainstream schools as well as the film accompanying the book about successful conditions for inclusive work in a primary school should encourage people to continue on the path to inclusion despite all the adversities.

Listed by Unglue.it.

Good inclusive teaching needs teachers who are able to plan and implement pedagogical offers in a heterogeneity-sensitive and adaptive way - however, in university teacher training there are only a few subject-didactically implementable contents for this so far. This book presents five flexibly applicable teaching-learning modules on central topics of inclusive teaching, which were developed by subject didacticians in cooperation with rehabilitation scientists and language educators for university teaching. Starting from the theoretical foundations, the structure, content and materials of the individual teaching-learning modules are presented and commented on didactically. Following on from this, the empirical results of the quantitative and qualitative accompanying evaluation of corresponding courses are analysed. In addition, the suitability of the teaching-learning modules for stabilisation in the university context as well as their possible use in the second and third phase of teacher training are discussed. This book aims to motivate lecturers to use the presented modules in their teaching. It is also aimed at students, researchers and teachers who want to develop their teaching in an inclusive way.

Listed by Unglue.it.

In addition to contributions from research and development, the focus is on comparative country studies and current issues of digitisation in the context of inclusion. Furthermore, the volume also presents informative short contributions or profiles of current projects. Through this joint national and international The aim of this joint national and international overview of findings and project resources is to strengthen the sustainability of knowledge and ensure its transfer from research to the respective fields of practice.

Listed by Unglue.it.

Inklusion ist ein umfassendes Menschenrecht und zentraler Bezugspunkt für Selbstvertreter:innen und soziale Bewegungen. Ziel ist, dass alle Menschen gleichberechtigt und selbstbestimmt teilhaben. Während grundlegende Weichenstellungen oft auf überregionaler Ebene durch politische Entscheidungen und rechtliche Rahmenbedingungen erfolgen, wirken lokal-kommunale Eigenlogiken maßgeblich auf individuelle Lebensrealitäten. Der Sammelband fokussiert die Perspektiven von Menschen mit Behinderungen und diskutiert mit diesem Bezug Ansätze inklusiver Kommunal- und Regionalentwicklung. Dabei kommen verschiedene Handlungsfelder zur Sprache, wie die kommunalpolitische Arbeit und ihre rechtlichen Grundlagen, Stadt- und Quartiersplanung ebenso wie Kinder- und Jugendarbeit, Soziale Arbeit mit Frauen* und Mädchen* sowie Hochschule und Peer-to-Peer-Beratung.

Listed by Unglue.it.

Since the UN Convention on the Rights of Persons with Disabilities (UN-CRPD), inclusive education is a recurring topic in international and national discourse. Nevertheless, implementation is interpreted and realized differently at national and regional level. Legally, Spain already shifted its focus from segregated to integrative and finally to inclusive education long before the UN-CRPD and has one of the lowest segregation ratios of students with „special educational needs“ in Europe. Therefore, Spain is the primary focus of this study, which makes a contribution to international research on inclusion.Due to the qualitative multi-level approach of this study, the subject of research, the consideration of „special educational needs“ within the Spanish school system, can be analyzed at different levels and examined in some secondary schools in Andalusia on a regional basis. Therefore, the aim is to answer the question, which role disability plays in the context of the concept of diver-sity to guarantee inclusive education and equal opportunities. The analysis of the institutional change of „special educational needs“ since the democratization of the country on the national level is the basis of the study in order to derive this term historically, whose path-dependent development points to a high institutional stability both with regard to segregated forms of schooling and to the categorization of students. At the same time, the investigation at school level shows that asymmetrical control in combination with a high degree institutionalization of segregated structures leads to the reproduction of the legally established considerations of diversity of students in schools – although on the basis of diverging difference categories.

Listed by Unglue.it.

The main objective of this edited volume is to offer pedagogically sound and creative ways of integrating elements of intercultural competence into class activities, tasks, and assignments in short-term faculty-led study abroad programs. The intercultural competencies, categorized in the areas of knowledge, skills, and attitudes, included characteristics such as awareness about self and other cultures, creative thinking, problem-solving, empathy, tolerance towards ambiguity, withholding judgment, to name a few. By purposefully embedding these characteristics in their course activities, faculty leaders could better assist their students in deepening intercultural and global competencies. These competencies prepared the students for a changing global work environment and helped them manage a more diverse workforce at home. This book is arranged into three sections. Section I provides the basic framework to understand short-term faculty-led study abroad programs both from a theoretical as well as administrative perspectives. Section II showcases 11 contributions from faculty leaders who share details regarding their programs demonstrating how intercultural competencies were strategically incorporated into the activities, tasks, and assignments of their study abroad curricula. Section III presents the conclusions with recommendations for faculty and administrators to plan and design short-term faculty-led study abroad programs. This book will contribute uniquely to the field by providing theoretically driven model courses from a broad spectrum of disciplines that would encourage the creation of new short-term faculty-led study abroad programs at the university level and empower current faculty leaders to strengthen or adapt their programs. The book will interest a broad readership of multidisciplinary study abroad educators, including faculty leaders, faculty leaders-in-training, faculty scholars, and administrators.

Listed by Unglue.it.

Internationale Entwicklungen und Impulse fordern dazu auf, Bildungssysteme gerecht und inklusiv auszugestalten. Das vorliegende Buch greift dies auf und fokussiert das häufig unscharf diskutierte Verhältnis zwischen inklusiver Bildung und Bildungsgerechtigkeit. Durch die Zusammenstellung von aktuellen Forschungsergebnissen und theoretischen Beiträgen aus mehreren europäischen Ländern zu dem Thema schaffen die Autor*innen einen übergreifenden Diskussionsrahmen.

Listed by Unglue.it.

The volume "International and Democratic Perspectives on Inclusion and Equal Opportunities" brings together selected contributions from the 36th Annual Conference of Inclusion Researchers (IFO), which was hosted by the Intercantonal University of Special Education Zurich from 8 to 10 February 2023. The relationship between inclusion and democracy as well as equal opportunities will be analysed from an interdisciplinary and international perspective and made usable for practice. The guiding question is: What is the relationship between equitable participation and inclusion and democratic forms of society and their developments? Does democracy need inclusion or does inclusion need democracy? The aim is to broaden and deepen our view of social inequalities. Translated with DeepL.com (free version)

Listed by Unglue.it.

Highlighting how systemic inequities in Norwegian higher education are perpetuated through colonial legacies, monocultures of knowledge, and a lack of critical engagement, this book offers an intersectional analysis that identifies issues and complexities in the domains of pedagogy, epistemology, research, curriculum, and support services. Foregrounding the voices of researchers, teacher educators, and student teachers through a variety of methodological approaches, the volume examines and critiques interconnected barriers rooted in experiences and ideologies of class, gender, sexual orientation, race, ethnicity, body, language, literacy, and religion that marginalize students and scholars, particularly those with multiple minority identities. Chapters identify persistent gaps in policy and practice in the experiences of students and scholars, including those from the Global South, despite growing equity, diversity, and inclusion mandates and discourses promoted by Norwegian higher education. To address such challenges, this volume advocates for decolonization, pluriversality, and systemic changes in higher education and academic practices through intersectionality to create a more inclusive and equitable higher education landscape. Advocating for the need to ethically humanize, diversify and decolonize Norwegian higher education, this book will be of interest to researchers, scholars and postgraduate students in the fields of higher education, multicultural education, and sociology of education. Policymakers and administrators may also benefit from the volume.

Listed by Unglue.it.

The research project ""Aptitude and Health in the Study of Education for Learning Disabilities"" (EGIS-L) investigates the question of what aptitude students have for the chosen study programme and how they perceive and cope with the challenges and stresses involved. The research focus is on the areas of personal competence development and self-regulation, as well as health promotion and spirituality. The long-term study will also investigate the extent to which the findings have changed and developed from the beginning of the study programme after the intensive internship year to the end of the study programme. The research results, which were collected and interpreted methodologically in standardised written surveys and qualitative interviews, can provide important information for professionalisation research in the area of the first phase of special needs teacher education. Thus, an innovative contribution is to be made for the development and updating of special needs education study programmes.

Listed by Unglue.it.

The realization of inclusion in schools makes a significant contribution to the development towards an inclusive society (cf. Lütje-Klose et al. 2018a, p. 9), as social practices are not only reproduced in schools, but also newly produced. These practices are carried on in extra- and postschool fields of action (cf. Sturm 2018b, p. 251; Powell 2016, p. 681; Budde 2012, p. 530ff.). Although the introduction of inclusion confronts the entire multi-level system of schools with the task of critically questioning existing structures, concepts, and practices and working on them in an inclusion-oriented manner (cf. Lindmeier & Lütje-Klose 2019, p. 590), the requirements in the field of action of teachers are becoming more complex. Teachers are not only responsible on the meso and micro level of the school system, but also interactively involved in the (re)production of social practices in the school practice (cf. Sturm 2018, p. 254ff.). It is up to teacher education to prepare student teachers to accept the challenge of school inclusion and to adapt traditional educational structures and contents in an inclusion-oriented way. The dissertation aims at reconstructing the knowledge that students of different teacher training programs have about inclusion-related subjunctive experiences during their studies. For this purpose, group discussions with students of special education and secondary school teaching are analyzed using the documentary method. The reconstructions provide information about how the participating student teachers anticipate and cope with inclusion as a challenge of school practice. Based on the findings, implications for the (re)orientation of educational structures and contents of teacher education are finally presented for discussion.

Listed by Unglue.it.

Obwohl Komik und Behinderung gerade in den Künsten immer wieder zusammentreffen, gibt es so gut wie keine theoretisch und methodisch fundierten Auseinandersetzungen mit dieser Thematik in den Literatur-, Kultur- oder Sozialwissenschaften. Gerade im Kontext von Inklusionsdiskussionen jedoch sind Fragen nach dem Potential des Lachens und der Komik, aber auch nach deren Ambivalenz im Zusammenhang mit Behinderung von weitreichender Bedeutung. Der vorliegende Band unternimmt eine Bestandsaufnahme möglicher Theorien und Analysekonzepte anhand konkreter Einzelanalysen. Die Autor:innen vertreten die Sozial-, Erziehungs-, Literatur-, Kultur-, Medien-, Theater- und Filmwissenschaften.

Listed by Unglue.it.

This open access book considers how inclusive learning, wellbeing and active citizenship can be encouraged, taught, learnt, and supported in a digital world. The book poses and seeks to address three questions: How can governments and intergovernmental organisations support learning inclusion and active citizenship? How can the education sector and public/private enterprises support learning inclusion and active citizenship? How can professionals and communities work with vulnerable adults who are disadvantaged in a participatory, empowering manner? The Examples discussed in the book draw on the experiences of adult refugees and migrants, as well as people who may experience disadvantage and/or discrimination as a result of their social, economic, political, cultural, religious, physical, mental, age or gender-related status. One methodological pillar in this work is the development of skills in digital storytelling and digital stories creation for personal, community and professional purposes. Conceptually and of interest for researcher and policy makers at local, national and transnational levels, this book brings together a number of related concepts to generate innovative understanding and practices of applied relevance in the age of the pandemic and its aftermath.

Listed by Unglue.it.

Improving learning evidence and outcomes for those most in need in developing countries is at the heart of the United Nations’ Sustainable Development Goal on Education (SDG4). This timely volume brings together contributions on current empirical research and analysis of emerging trends that focus on improving the quality of education through better policy and practice, particularly for those who need improved 'learning at the bottom of the pyramid' (LBOP). This volume brings together academic research experts, government officials and field-based practitioners. National and global experts present multiple broad thematic papers – ranging from the effects of migration and improving teaching to the potential of educational technologies, and better metrics for understanding and financing education. In addition, local experts, practitioners and policymakers describe their own work on LBOP issues being undertaken in Kenya, India, Mexico and Ivory Coast. The contributors argue persuasively that learning equity is a moral imperative, but also one that will have educational, economic and social impacts. They further outline how achieving SDG4 will take renewed and persistent effort by stakeholders to use better measurement tools to promote learning achievement among poor and marginalized children. This volume builds on the second international conference on Learning at the Bottom of the Pyramid (LBOP2).* It will be an indispensable resource for policymakers, researchers and government thinktanks, and local experts, as well as any readers interested in the implementation of learning equity across the globe.

Listed by Unglue.it.

Wie bewerten Schüler*innen ihre inklusive Schule? Und was braucht es, damit Inklusion in der Schule gelingen kann? Dieses Buch zeichnet in inspirierenden Fallgeschichten das Erleben von zehn Schüler*innen mit Unterstützungsbedarfen an der langjährig inklusionserfahrenen Laborschule Bielefeld nach. Ihre Stimmen, Erfahrungen und Reflexionen beeindrucken, bringen zum Lachen, lassen zweifeln, geben Anregungen und machen Mut: Mut, Schule so zu gestalten, „dass man ganz in Ruhe so werden konnte, wie man ist“ (Benedikt). Die individuellen Erfahrungen der befragten Schüler*innen werden von dem Autor*innenteam abschließend in Form von zentralen Gelingensbedingungen schulischer Inklusion zusammengefasst.

Listed by Unglue.it.

Published

Listed by Unglue.it.