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How do individualised support arrangements for children with special educational needs come about in integrative/inclusive teaching? The author describes how different understanding of cooperation between occupational groups goes hand in hand with different concepts of individualisation and is anchored in different institutional experiences: a differentiated analysis for the reconstruction of action orientations in the reform process at the school entry level.
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Keywords
- Besonderer Bildungsbedarf
- Education
- Individualisierung
- Individualization
- Interprofessional Cooperation
- Interprofessionelle Zusammenarbeit
- Schools
- Society & Social Sciences
- Special Educational Needs
- thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools
Links
DOI: 10.3224/86388073Editions