18 SES 06 JS, Inclusivity within Physical Education, Physical Activity and Sport
Joint Paper Session NW 04 and NW 18
After a long period of predominantly exclusive education Germany succeeded recently in making the school system more permeable for pupils stemming from families of lower status out of different reasons (Schleicher, 2018). In 2006 the UNO passed the Convention on the Rights of Persons with Disabilities (CRPD), accepted in 2009 by EU. Since EU took over the principles of CRPD, Germany was in high pressure to change the relicts of an authoritative school system oriented to segregation and homogenous learning groups. Only some schools and kindergardens made experiments in cooperating with institutions for special education before 2000. Now parents have the last decision where their children should go to school. The political system in BRD concerning education causes differences and problems in the federal provinces. Basically, the financing often is not yet clear as under conditions of output orientation resources are attested as less important factor. Enthusiasm on the one hand and the impression of excessive demands on the other hand in the executing institutions cause an overall ambivalent situation even in PE lessons.
Since 2000, the amount of publications of PE theorists concerning the inclusion of pupils with special needs increased dramatically. An analytical overview of the most important program papers, articles and books will be presented with the aim of an assessment of the discursive features, typical advices and missing matters. The results will be integrated visually in sort of a system of suitable courses of action for PE teachers. Additionally, an anti-didactical landscape is designed to easily identify problems and border lines of inclusion and offer possible pathways.
The methodology of this paper is two-partite, consisting of kind of a discourse analysis (Diaz-Bone, Keller) in confrontation with case studies collected during practice semesters at schools and kindergardens within PETE. The case studies are treated systematically in relation to explicit aims of education in the institutions. The visualization of the results is used as an additional feature and structure of publications.
The results of this analytical overview will be confronted with three case studies in secondary, primary and preschool settings concerning the inclusion process of three different boys with ADHS, lack of behavior control, and Asperger-Autism compared with examples of pupils with aggressive perception disorder, muscle dystrophy etc.). Middle range development of pupils with special needs is documented and discussed in relation to the logical and ideological features of the dispositive of inclusion. These individual fates will throw a light on the break between administration and pedagogical practice. The hidden parts of the discourse, its “shadow”, will be revealed. In the end, we don’t assess only the limits of inclusion but the input factors and guidelines for successful implementation. This focus on the shadow side of the probably most important change in German education since the Second World War - after 30 years of slightly slipping away from the sports concept of PE - will show the importance of developing practicable guidelines to hinder the shadow side of generalized individualization and heterogeneity idolization to invert the chance of inclusion into its very antipode. In Europe the mere existence of inclusive features since a longer period not always counts for high stakes. However, in the international perspective, we should definitely learn from different national strategies under the common umbrella.
Boban, I. & Hinz, A. (2010). Was Inklusion ist und was nicht. In: Die Grundschulzeitschrift 240/2010. S. 22. Boban, I. / Hinz, A. (2003). Index für Inklusion. Lernen und Teilhabe in der Schule der Vielfalt entwickeln (http://www.eenet.org.uk/resources/docs/Index%20German.pdf) Boller, S., Rosowski, E & Stroot, Th. (Hg.) (2008). Heterogenität in Schule und Unterricht. Handlungsansätze. Beltz. Fediuk , F. & Hölter, G. (2003). Schüler mit Behinderung. Für eine Sportpädagogik der Vielfalt. Sportpädagogik 27(4), 22-25. Giese, M. & Weigelt, L. (Hrsg.) (2015). Inklusiver Sportunterricht in Theorie und Praxis. Aachen: M & M. Häusermann, St. et. al. (2014). Sport erst recht. Grundlagen in der Begleitung von Menschen mit Behinderung im Sport. Ingold-Verlag. Kultusministerkonferenz (2011). Inklusive Bildung von Kindern und Jugendlichen mit Behinderungen in Schulen. (Beschluss der KMK vom 20.10.2011). URL: http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2011/2011_10_20-Inklusive-Bildung.pdf. Meier, St. & Ruin, S. (Hrsg.). Inklusion als Herausforderung für den Schulsport. Berlin: Logos. Prengel, A. (2003). Pädagogik der Vielfalt. Leske & Budrich Ruin, S. et. al. (2016). Inklusion im Schulsport. Anregungen und Reflexionen. Basel: Beltz. Tiemann, H. (2013). Inklusiver Sportunterricht: Ansätze u. Modelle. Sportpädagogik 37(6), 47-50.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.