Action Area 3: Inclusion

It is impossible to separate the processes of gathering data on and describing the skills needed by teachers whose job it is to shape inclusive teaching and learning situations in the participating disciplines (school education, special needs education, subject-specific didactics for the subjects German, mathematics, history, general studies). Rather, the range of knowledge and specific approaches unique to the various areas must be intertwined in order to adapt the skills needed by teachers in training to this new and multi-faceted challenge (see Grosche 2015). Action Area 3 (Inclusion) is based on this tenet.

That yields the following more detailed objectives:

1. Optimization of curricular and content-related coordination of subject, subject-specific didactic, educational, and practical school-related components of training (see Ricken & Degenhardt 2016, 93).
2. Ascertaining and defining the specific expertise of permanent teaching staff in schools and special needs teachers in regard to inclusive teaching and learning (see Ricken & Degenhardt 2016, 93).
3. Development and consolidation of innovative class concepts that support closer examination of inclusive teaching situations (see Ricken & Degenhardt 2016, 94).

The objectives in the action area inclusion are closely associated with the difficulty that “empirical data on conditions that permit successful inclusion in schools … [is] still more or less sporadic and limited to individual groups …” (Ricken & Degenhardt 2016, 86).

The following tasks are key for all of Action Area 3 (Inclusion):

1. Identifying and developing the attitudes and self-efficacy expectations among students regarding inclusion.
2. Designing innovative courses with different areas of focus (such as systematic observation and joint examination of case situations from “inclusive” practice in schools, observation and analysis of difficult learning situations in a team: cooperation between special needs teachers and permanent teaching staff in schools).
3. Examination of possibilities for measuring perception and analyzing challenging inclusive teaching and learning situations by students (via use of text or video vignettes).
4. Servicestelle InkluSoB (center for inclusive schools without barriers) (german): The center provides support for reflection on difficult learning situations presented in the seminars “in which barriers to classroom participation by children and young people (with and without disabilities) are discussed” (Ricken & Degenhardt 2016, 95).

Specific measures are derived on the basis of individual projects in Action Area 3 / Inclusion.

• Special needs education: Prof. Dr. Gabriele Ricken, Theresa Rohrmeier, former employee: Dr. Steffen Siegemund
• Special needs education: Prof. Dr. Sven Degenhardt, Dr. Marie-Luise Schütt
• School education and educational research: Prof. Dr. Angelika Paseka, Katharina Kuckuck
• German language and literature education Prof. Dr. Astrid Müller; Stephanie Wenck
• Mathematics didactics: subject-specific didactic basic studies in mathematics: Prof. Dr. Marianne Nolte, Anna-Sophia Bock
• History didactics: Prof. Dr. Andreas Körber, Dr. Heike Bormuth, former employee: Patrizia Seidl
• General studies didactics: Prof. Dr. Kerstin Michalik, former employee: Katja Sellin

Research projects

• Dr. Heike Bormuth - further information follows
• Dr. Marie-Luise Schütt - Additional information
• Former employee: Dr. Steffen Siegemund - Research on the field of key area 3 - Emotional and cognitive representation of the topic "inclusion" on the part of the students (additional information)
• Former employee: Dr. Steffen Siegemund - Collaboration of subject-specific didactics on the part of the teachers and the students (additional information)

Doctoral thesis

• Anna-Sophia Bock, “Interlinking the Perspectives of Teacher Training Students in Special Needs Education and Mathematics Didactics as a Contribution to Teacher Training for Inclusive Mathematics Classes: An Intervention Study on the Effects on Beliefs and Situational Perception of Students with Regard to Inclusive Mathematics Classes” (supervisor: Marianne Nolte) (additional information)
• Former employee: Katja Sellin (geb. Krumbeck), “Philosophizing with Children in Inclusive General Studies: Chances, Challenges, and Perspectives for Professionalization of Teachers” (supervisor: Kerstin Michalik) (additional information) (until 06/2018)
• Katharina Kuckuck, “Changing Reflection Skills in Teacher Training Students Through Research-Based Learning in Inclusive Teaching Practice.” (supervisor: Angelika Paseka) (additional information)
• Former employee: Patrizia Seidl: Inclusive History Teaching Thinking - A Qualitative and Experimental Study on the Professionalization of Appropriate History Teachers for Inclusion (supervisor: Andreas Körber) (additional information) (until 07/2017)

only in german

Grosche, Michael (2015): Was ist Inklusion? Ein Diskussions- und Positionsartikel zur Definition von Inklusion aus Sicht der empirischen Bildungsforschung. In: Kuhl, Poldi; Stanat, Petra; Lütje-Klose, Birgit; Gresch, Cornelia; Pant, Hans Anand & Prenzel, Manfred (Hrsg.): Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen. Verlag für Sozialwissenschaften, Wiesbaden.

Ricken, Gabriele; Degenhardt, Sven (2016): Sonderpädagogik in allgemeinen und sonderpädagogischen Lehramtsstudiengängen? Die Gretchenfrage nach den Basics und dem Spezifischen einer Profession. In: Becker, Klaus-Peter (Hrsg.), Bewährtes bewahren - Neues gestalten. Wissenschaftliches Symposium aus Anlass des 90. Geburtstages von Prof. em. Dr. paed. habil. Klaus-Peter Becker. Berlin: Stiftung Rehabilitationszentrum Berlin-Ost, 85 - 97.

UN – United Nations (Hrsg.) (2008): Übereinkommen über die Rechte von Menschen mit Behinderungen (dreisprachige Fassung im Bundesgesetzblatt Teil II, Nr. 35 vom 31.12.2008): LINK