20 SES 09, Bringing You Inspiring Practice For Inclusive Education: Teaching diverse learners in (school)subjects / TdiverS (Part 1)
Symposium to be continued in 20 SES 10 A
Introduction Germany has signed the UN Convention and ratified in 2009. Since than almost all 16 federal States have changed their school legislation towards inclusive education. But still about 5% of all pupils are send to special schools because their classification with so called “special educational needs”. The quota is differing between the States and between 2 and 7%, this is a predictor for an inconsistent diagnostic process and different criteria. Only few of the school legislation are congruent with the UNCRPD and the goal of the development of an inclusive educational system. The UN Convention on People with Disabilities presents the Federal Republic of Germany, especially the individual states, with great challenges in the area of education. Recognising the human right of inclusive education, Article 24 UN CRPD states that no person may be excluded from mainstream education because of a disability; persons with a disability have equal rights to others living in the same community; they should have access to inclusive, high quality and free education at primary and secondary level; and appropriate provisions must be taken in individual cases” (GIHR, 2011; Merz-Atalik, 2013). Methods The new generation of teachers and teacher students mainly have been enculturalized in the selective educational system (tri-apartheid-system in the secondary schools) and don´t have their own experiences in learning and teaching in heterogeneous learning groups with an inclusive pedagogy and didactic. Therefor the project was dedicated to collect and validate in a dialogic approach together with the classroom-teacher’s examples of inspiring practice of inclusive teaching in school subjects. In cooperation with two schools and three teachers in inclusive classes, we worked out the theoretical basics of an inclusive didactics and closely developed the concrete teaching in the classroom. Over a period of one year we did videographic observations in the classroom and used the videos to reflect on the development of inclusive approaches in group-discussions with the teachers. Results The videos have been commented together with the teachers. One exemplary video from a physics lesson in a secondary school with children with special needs will be shown. The film shows modifications of movement and sports games as examples of teaching. Such changes are not only important in inclusive settings, as students every class are quite diverse. The teacher explains, by reference to five different games, which strategies he uses that all children are able to participate in his PE lessons.
Amrhein, Bettina et al. (2014): Fachdidaktik inklusiv. Auf der Suche nach Leitlinien für den Umgang mit Vielfalt in der Schule. Waxmann: Münster/ New York Merz-Atalik, Kerstin (2013): Inklusion / Inklusiver Unterricht an der Gemeinschaftsschule. In: Bohl, Thorsten/ Meissner, Sybille (Hrsg.): Expertise Gemeinschaftsschule: Forschungsergebnisse und Handlungsempfehlungen für Baden-Württemberg. Beltz: Weinheim und Basel, 61-76. Merz-Atalik, Kerstin (2013): Der Forschungsauftrag aus der UN-Behindertenrechtskonvention – Probleme, Erkenntnisse und Perspektiven einer Inklusionsforschung im schulischen Feld. In: Trumpa, Silke/ Seifried, Stefanie/ Franz, Eva/ Klauß, Theo (Hrsg.): Inklusive Bildung: Erkenntnisse und Konzepte aus Fachdidaktik und Sonderpädagogik. 24-46. Prengel, Annedore (2012): Humane entwicklungsförderliche und leistungsförderliche Strukturen im inklusiven Unterricht. In: Moser, Vera (Hrsg.): Die inklusive Schule. Standards für die Umsetzung. Kohlhammer: Stuttgart, 175-183 Reich, Kersten (2014): Inklusive Didaktik. Bausteine für eine inklusive Schule. Beltz: Weinheim/ Basel
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