Refugees with disabilities belong to the group of particularly vulnerable refugees according to the EU Asylum Procedures Directive (2013/32/EU). Nevertheless, numerous problems of access to medical and rehabilitative care and education have been documented (Köbsell, 2019), especially when it comes to the issue of language as the key to social and professional participation. In many European countries, language skills have been made a condition for the granting of residence permits (Van Avermaert, 2009). In Germany, the Federal Office for Migration and Refugees introduced mandatory language courses in 2004, but to date there are no language courses for people with intellectual disabilities or learning difficulties (BT- Drucksache 19/27553).

The study I would like to present discusses educational problems in Language acquisition, for example that we can only rudimentarily identify the causes of learning difficulties in the interplay of trauma- or stress-related learning impairment, limited formal educational experience and low literacy. Addressing the complex field of inclusive language education for people with intellectual disabilities, studies have additionally shown that people with intellectual disabilities are significantly more likely to experience adverse life events, abuse and trauma in childhood compared to the general population (McNally, Taggart & Shevlin, 2021). The educational understanding of trauma applied here defines itself as an "inner-psychic disturbance(s) of the relationship to oneself and to others" (Zimmermann, 2017, p. 94). The psychodynamic interpretation often shows traumatic processes already due to problematic relationship experiences with the primary caregivers, which play a big role in personality development and learning behavior (Pforr, 2009). Following on from this, theories and studies on relationship dynamics in educational settings from psychoanalytic pedagogy and trauma pedagogy (Plutzar, 2016; Zimmermann, 2019) show that due to traumatic experiences, ambivalent object relationships, inner-psychic conflicts and fears interfere with learning. Zimmermann states that the phenomenon of trauma must be taken seriously in the context of all educational relationships and institutions (Zimmermann, 2017, p. 13). Accordingly, learners in inclusive adult education also benefit from teachers' reflexive relational work on the question of learners' autonomy and self-determination and knowledge of affective teaching dynamics. The trauma pedagogical concept "Language teaching as relational work" by Plutzar (2016) then focuses on trauma-sensitive teaching and relational design in language teaching, which should, however, also be methodologically innovative (ibid., p. 121) and promote learner participation.

Participatory and inclusive research with marginalized groups, which presupposes agreed ethical standards (Hauser, 2020), is costly in terms of research practice, also due to the necessity of interpreters joining the research and there are limits to writing-based work with people with low literacy. All this requires special methods for ongoing ethical reflexivity during the research, which I would like to discuss: How can the intersections of participatory-oriented research with refugees with learning disabilities be researched with methods from Depth-hermeneutics and Photovoice and how can this research approach be reflected in terms of research ethics?

Therefore I like to reflect the results of participatory research (2020-2022) in an inclusive German-as-a-second language course in special education. The research used a mix of depth-hermeneutic, interviews and photovoice methods (Wang & Burris, 1997). Depth-hermeneutics, a „critical cultural analysis with a psychoanalytic orientation [attempts to extend] historical-materialist thinking to the psychodynamics of intersubjective relations“(Krüger, 2017; p.47). This way it works as a theoretically founded approach to „reflective practice“ (Schön, 1983). This Approach offered also the possibility of study the subject-logical perception of institutional conditions and (ableist) discrimination in inclusive language learning lessons.

In a combination of participatory-oriented research and psychoanalytical approaches (Lorenzer, 1974), the research was conducted jointly with language course participants (N=38) and staff (N=10). A total of eleven classroom observation protocols following the Word-Discussion-Method (Datler & Datler, 2014) and three audio recordings from the classroom, nine observation protocols of counselling sessions, ten interpreted interviews with language course participants, and twelve individual and group interviews with staff members were conducted. Fifteen participants formulated their needs, barriers, resources and demands for strengthening their social and professional participation as co-researchers in a five-day Photovoice project (Wang & Burris, 1997). Additionaly the data of 205 participants (in 2019-2022) were statistically analysed. The qualitative data were analysed at the manifest and latent level of the learner-teacher relationship and the classroom dynamics in relation to disability-related needs. Within the framework of the depth-hermeneutic interpretation, it was possible to focus on the various levels of speechlessness, including the "destruction of language" brought about under the pressure of conflict, at the interplay of objective-social and subjective structures (Lorenzer, 1974, p. 274f).

The central dynamics in the depth-hermeneutic interpretations reflect the confrontation with the framework conditions of language learning in the highly stressed initial situations.The learners' learning opportunities are determined by their different perspectives on the granting of residence permits; many of the participants are entangled in traumatic processes due to the conditions of war in their country of origin, imprisonment during flight, the effects of their disability and the everyday challenges of "existential waiting" for their right to stay, and a threefold dimension of speechlessness becomes palpable. Bittner sees the reflection of the entanglements of institutional and subject logic in pedagogical interactions as the resource of psychoanalytic pedagogy as a (scientific) discourse on the "invisible spots" in pedagogical institutions; it has the potential to change practice (Bittner, 1996, p. 254). But in this case this only worked because of the combination with the Photovoice project as a more barrier-free method enables participants to respond non-verbally, with photographs, and was used to overcome social, cultural and linguistic barriers to verbal communication and raise awareness of hidden or overlooked issues and aspects of language learning of refugees with disabilities.

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