Session Information
28 SES 17 B, ‘Verdeckung’ Incoherencies as a Way of Dealing with Diversity in Education and Educational Research?
Symposium
Contribution
Special needs assessment procedures (SNAPs) determine whether a child can regularly be schooled or has to be supported and/or segregated (Sauer et al., 2018). This utterly important decision (cf. Pfahl & Powell, 2016) is made by experts from different fields, mostly from the pedagogical profession, special needs realm, medical area, as well as (in some SNAPs) the psychological domain (cf. Vogt & Neuhaus, 2023). As such, SNAPs can be read as manifestations regarding the definition, understanding, and subsequently value of inclusivity and diversity (Neuhaus & Vogt, 2022). As these procedures are organized and structured by the state, the specific realization of a SNAP is a direct comment on the value of diversity as some forms of diversity are considered acceptable while others require labeling, treatment/support, or supervision (cf. Kottmann et al., 2018). This study focuses on the historical development of SNAPs in different regions. By comparing specific realizations of SNAPs with later versions in the same geography but also by comparing cross-culturally, this study wants to serve two aims: Firstly, it will be attempted to identify national idiosyncrasies and to tie these to larger patterns. Secondly, this study will attempt to identify commonalities among the different kinds of SNAPs. It will be tried to identify a grammar of special needs assessment. This grammar will then be interrogated from a standpoint of 'Verdeckung' to identify mechanisms and workings of SNAPs which contribute to the 'Verdeckung' of incoherencies as well as internal contradictions. To serve these goals, this study works with SNAP forms from different localities, namely from Görlitz (GDR), Frankfurt a.M. (FRG), Canada/Ontario, as well as Milano (Italy). These documents cover the time from the 1950s to the mid-1970s. Further, additional documents, such as the archetypes of specific SNAPs (i.e. Magdeburger Verfahren, 1942, Germany), school administrational guidelines, scientific reports etc. The documents have been analyzed with qualitative methodology, mostly by document analysis (cf. Schmidt, 2017), qualitative content analysis (cf. Mayering, 1994), as well as critical historical as well as reconstructive/contextualizing (Vogt, 2015) approaches. As part of the overall results, this study could identify the mechanism of de- and recontextualization of knowledge as a key driver of interdisciplinary communication but also as a constitutive moment of (complexity) reduction, the latter could be read as an instance of 'Verdeckung' in which disciplinary borders, expert’s insecurity, and incoherencies in the child’s assessment are made invisible.
References
Kottmann, B., Miller, S. & Zimmer, M. (2018). Significances of diagnostics and assessments in inclusive edu-cation. Zeitschrift für Grundschulforschung, 11, 23–38. Mayring, P. (1994). Qualitative Inhaltsanalyse, 14, 159–175. Neuhaus, T. & Vogt, M. (2022). Historical and International-Comparative Perspectives on Special Needs Assessment Procedures–Current Findings and Potentials for Future Research. Reading Inclusion Divergently, 19, 35–48). Emerald Publishing. Pfahl, L. & Powell, J. J.W. (2016). "Ich hoffe sehr, sehr stark, dass meine Kinder mal eine normale Schule be-suchen können". Pädagogische Klassifikationen und ihre Folgen für die (Selbst-) Positionierung von Schü-ler/innen. Zeitschrift für Pädagogik, 62, 58–74. Sauer, L., Floth, A. & Vogt, M. (2018). Die Normierung des Primarschulkindes im Hilfsschulaufnahmeverfah-ren–Eine historisch-vergleichende Untersuchung von Schülerpersonalbögen aus der BRD und der DDR. Zeitschrift für Grundschulforschung, 11(1), 67–83. Schmidt, W. (2017). Dokumentenanalyse in der Organisationsforschung. In S. Liebig, W. Matiaske & S. Ro-senbohm (Eds.), Handbuch Empirische Organisationsforschung (pp. 443–466). Springer Reference Wirt-schaft. Vogt, M. & Neuhaus, T. (2023). Der Wandel sonderpädagogischer Wissensordnungen in Überprüfungsver-fahren – Ein Vergleich zwischen DDR und BRD (1959 – 1975). Zeitschrift für Pädagogik, 69(2),186–199. Vogt, M. (2015). Professionswissen über Unterstufenschüler in der DDR: Untersuchung der Lehrerzeitschrift" Die Unterstufe" im Zeitraum 1954 bis 1964.Klinkhardt.
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