In the project "Inclusion - Thinking and Designing: Interactions between Inclusion-Related Attitudes and Pedagogical Actions of Primary School Teachers on Inclusion in a Social Context" (University of Hildesheim, funded by the Volkswagen Foundation), attitudes related to inclusion, experiences associated with inclusive schools, and changes in attitudes of teachers, parents, and children are being studied on a longitudinal basis. The project is based on a broad understanding of inclusion that encompasses all dimensions of heterogeneity and that every school should be an inclusive school. Following Hinz (2019), an inclusive school is one that adapts to the needs of the students and is thus thought of more broadly than inclusion. Thus, every school, whether with children with impairments or not, should be an inclusive school.

The ratification of the UNCRPD and the resulting new school laws in Germany have further broadened the scope of diversity in schools, bringing with it considerable didactic and educational challenges as well as far-reaching consequences for organizational and individual processes at all levels in the education sector: the education system, the school and the classroom (Fend 2008). The educational system level is challenged to create a structural framework for inclusive schooling that enables all children to attend a general education school. Changes at the school level result in the establishment of new patterns of interaction, especially between colleagues, parents and children. Finally, teaching must also be rethought: New forms of teaching and methods must be applied. In this way, diversity can become the norm. Teachers take on new roles in the classroom. In an inclusive classroom, they now see themselves as learning facilitators. This, in turn, can also bring about individual and socioemotional changes.

Teachers are thus of central importance in the inclusion process (Arndt & Werning 2018; Hattie & Zierer 2016). They are one of the most important - if not the most important - actors with whom inclusion stands and falls.

In addition to resources and pedagogical as well as didactical changes, teachers' attitudes are thus particularly relevant. Their attitudes (based on the expectation-value model according to Ajzen 1996) shape pedagogical action, which in turn is influenced by experience and can lead to changes in attitude. Thus, it can be assumed that attitudes (and their change) can be considered an important prerequisite, if not a condition for success, for the realization of school inclusion.

Previous studies indicate a fundamentally positive attitude of teachers towards teaching all children together (Werning, Mackowiak, Rothe & Müller). Furthermore, correlations between the attitude and the type of school as well as previous experiences can be identified (cf. Kullmann et al. 2014). However, a positive attitude is not synonymous with readiness for inclusive teaching. Furthermore, there is a research desideratum in the area of systematic longitudinal studies (Greve & Hauenschild 2017; Kullmann et al. 2014).

Results from the qualitative project part of the teachers are presented. 57 problem-centered interviews with elementary school teachers, special education teachers, and students were analyzed longitudinally using qualitative content analysis (Kuckartz 2018). The results indicate that teachers are characterized by different types of attitudes, which differ in manifold demands and expectations in the pedagogical context, cooperations as well as motivations. Longitudinal analysis also suggests that attitudes can change through teachers' experiences.

If attitudes can be changed through experience, it can be assumed that this has an influence on the pedagogical actions of teachers. The importance and role of teachers in the inclusion process is thus once again emphasized, opening up further research questions in the context of inclusion and the respective actors involved.

This Paper was accepted last year, but could not be presented.

The study is designed as a qualitative longitudinal study with two measurement points (2016 and 2018) to investigate and compare the attitudes of 35 teachers and students from Lower Saxony to school inclusion and their attitude changes. The participants were recruited from a previous questionnaire survey and the requested voluntary participation for a qualitative stu-dy, in order to be able to record their attitudes and their individual experiences more decisi-vely.. With the results of the problem-centered interview (Witzel 2000, p. o. A.), information is to be collected and analyzed, correlated and compared in order to be able to elaborate the possible relevance of attitudes and attitude changes towards school inclusion. To make this possible, the interviews will be analyzed using qualitative content analysis (Kuckartz 2018; Mayring 2015; Witzel, 1996). For the evaluation and category formation, the content-structuring qualitative content analy-sis based on Kuckartz (ibid.) was used. By means of a deductive-inductive procedure, a sys-tem of categories was developed, whereby an approach to the material that was as open-ended as possible could be realized without hastily identifying corresponding text passages through hypotheses. The analysis steps for both sub-studies were designed similarly. For the cross-section, the first step was a category-based evaluation of all main categories. In a second step, the subca-tegories within a main category were analyzed using code and document maps by Maxqda. Furthermore, case representations were created for all subjects. This was followed by a diffe-rentiated analysis of the groups of respondents (elementary school teachers, special educati-on teachers, and students). This is followed by the formation of types, which made it possible to capture complex social realities and contexts of meaning. The types are characterized by internal homogeneity and external heterogeneity. Based on similarities in selected charac-teristic expressions, types were grouped together, which enabled polytethic type formation. Teachers' attitudes are used as a common feature space. The evaluation for the longitudinal section followed the same logic. After the transcription of the interviews, a category-based evaluation of the main categories along the existing cate-gory system and the expansion of the case representations took place. With the focus on the attitude changes, a renewed type formation as well as an analysis of the attitude changes takes place.

Four types of attitudes emerge from the analysis of the interviews with 34 teachers and student teachers: Teachers with a positive attitude toward inclusion, characterized by a positive attitude change and belong to the type the Deciders. In addition, there are the relativizers with an ambivalent attitude. They support the idea of inclusive schools, but at the same time express reservations. The skeptics, who can be described by a negative attitude and inner resistance. And the group of students who are characterized to some extent by an ambivalent attitude, but mostly formulate value-neutral thoughts. Correlations can be identified: Teachers with a positive attitude toward inclusion place their pedagogical focus on the students. They increasingly social goals and social competencies. The relativists mostly pursue subject-specific goals, while the skeptics are characterized by adherence to discipline and rules. Correlations between attitudes and cooperation can be identified. Interest in and willingness to engage in continuing education and training decreases as attitudes become more skeptical. All teachers speak of private experiences with people with impairments. The longitudinal evaluation enabled a renewed identification of attitude types. It makes clear that attitudes towards inclusion has changed positively for individual teachers or they feel more convinced of inclusion. Some teachers show no attitudeschanges. Most respondents are characterized by a negative change in attitude. In summary, differences in teachers' experiences and changes in attitudes emerge. Commitment, willingness to change and teamwork in the context of the school, favor and, under certain circumstances, positively change attitudes toward school inclusion. A few negative experiences coupled with little change and willingness to change can cause negative changes in attitudes. Inclusive schools must therefore be understood as a joint task. Individual experiences must be taken seriously and should be reflected upon as constructively as possible in order to evoke appropriate changes.

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