Looking at the inclusion discourse in Europe over the past few years, there have been significant developments in many areas within the school sector. What has not been systematically considered so far, are learning materials (Vogt, Macchia & Bierschwale 2020). There are no instruments to effectively check materials published under the label of being "inclusive". Similar findings can be found concerning digital materials that are used for home-schooling during the Corona-lockdowns. Consultations with scholars from other European countries have shown that this problem occurs in many societies.

In line with the congress theme, the symposium analysis expectations of inclusive teaching materials. Furthermore, possible solutions are presented which can lead to a reconciliation of the tensions. This possibility is provided by criteria for evaluating the teaching material, which should help ensure that only materials are used in learning groups that are actually suitable for all pupils (Vogt & Krenig 2017). Like the "Inclusive Education" network, the topic of inclusion focuses on three dimensions of diversity: "social classes", "disabilities" and "gender issues". In striving to offer accessible opportunities for many students, we also focus on approaches to social justice.

The data basis originates from the project “Inclusive Teaching Material” funded by the Erasmus Plus funding line. Four universities from four nations are involved in the project: Bielefeld University, Bozen University, Luxembourg University and Örebro University. In addition, schools from all four nations mentioned, and representatives of the school administrations are involved in the project. The project deals with the analysis, evaluation, and creation of inclusive teaching materials from an international comparative perspective.

Regarding the main areas of interest, the symposium focusses on the following research questions which are answered separately for every participating country.

1. What are criteria for inclusive learning and teaching materials in the different countries as well as from an international comparative perspective?
2. What barriers do teaching materials pose for inclusive processes?
3. What are the contextual conditions and constellation that are of relevance for the creation of the teaching and learning materials in the different countries as well as internationally seen?

The partial studies of the project are methodologically spoken based on group discussions and expert interviews about existing teaching materials, their quality and criteria for evaluating them. These exchanges have been evaluated with the qualitative content analysis by Mayring (2015). Additionally discourse analysis and context analyses have been set up for every participating country. By looking at the results of the interviews as well as on the findings about the cultural and local conditions the project team was able to develop a deeper understanding about how teaching and learning materials are set up for inclusive learning processes and about the underpinning understanding of inclusion in different cultural settings.

As a starting point of the symposium and as a same time as a framework for the following presentations the internationally developed criteria catalogue for inclusive teaching materials is introduced. This catalogue of criteria should help teachers all over Europe to analyse and evaluate inclusive teaching material. After this general introduction the German, Swedish, Italian and Luxembourgish findings of the project are described in different talks. Therefore mainly the research questions 2 and 3 are answered form different national perspectives. Also each partial study gives an insight into the analysis of specific teaching materials from the different countries. A summary on similarities and differences will be presented and discussed as the national findings also serve as a basis for main conclusions about how to reflect appropriately and effectively about the quality of inclusive learning and teaching materials as kind of a wrap up of the symposium.

Macchia, V. & Vogt, M. (2020). Special Needs Assessment Procedures and Realizing Equity: A Contradiction? formazione & insegnamento, n.1, 132-143. Mayring, Philipp. (2015). Qualitative Inhaltsanalyse. Weinheim; Basel: Beltz. Vogt, M. & Krenig, K. (2017). Entwicklung und Bewertung von Unterrichtskonzeptionen und -materialien für einen inklusiven Grundschulunterricht. In: Casale, R. & Peschel, M. (Hrsg.): Forschung für die Praxis. Reihe Beiträge zur Reform der Grundschule des Grundschulverbandes. Frankfurt a.M., 94-104. Vogt, M., Macchia, V., Bierschwale, C. (2020). Inklusive Unterrichtsmaterialien als Inhalt und Entwicklungsaufgabe für Hochschullernwerkstätten. In: Stadler-Altmann, U.; Schumacher, S.; Emili, Enrico A.; Dalla Torre, E. [Hrsg.]: Spielen, Lernen, Arbeiten in Lernwerkstätten. Facetten der Kooperation und Kollaboration. Bad Heilbrunn: Klinckhardt, S. 163- 171. Skidmore, David (2004) Inclusion: the dynamic of school development. Maidenhead : Open University Press.