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Theoretical aspects

Die Förderung von Heterogenität in Schulklassen nach PISA steht im Mittelpunkt vieler pädagogischer Überlegungen. Wenn Kinder mit Beeinträchtigungen allgemeine Schulklassen besuchen, sind besonders Konzepte notwendig, die Unterschiede akzeptieren, Individualität unterstützen und für alle fruchtbar machen.

Die Leitfrage des Artikels lautet: Wird die Integrationsbewegung unter dem Deckmantel von Demokratie und Wahlfreiheit zerrieben? Es wird davon ausgegangen, dass anstatt das Fundament zu sichern, auf dem das gesetzliche Rahmengerüst der Integration steht, es durch eine neuerliche Novellierung weiter abmontiert und für Aussonderungspraktiken zurechtgeschliffen wird: so bleibt [...]

Entwicklungen und der Veränderungsbedarf im System sonderpädagogischer Förderung in Deutschland, die mit der UN-Behindertenrechtskonvention einhergehen, werden analysiert.

This paper will critically consider some of the key aspects of the nature of exclusion and inclusion in relation to disabled learners. Priority will be given to insights from cross-cultural work and the voices of disabled people and their organisations. The paper is set within a wider global dimension and will endeavour to raise questions and encourage further explorations. [...]

Anläßlich des Eintritts in den Ruhestand von Hans Eberwein (2003) zieht die Autorin ein kritische Zwischenbilanz von den Anfängen der Integration zur pädagogischen Praxis und zur gegenwärtigen Schulpolitik.

Im Jahr 1983 schrieben Ines Boban und Hans Wocken einen Aufsatz in der Zeitschrift Sonderpädagogik mit dem bezeichnenden Titel: »... man kann sich das einfach nicht vorstellen!« Damals, am Beginn der Entwicklung des Gemeinsamen Unterrichts, stellte sich die Situation so dar, und diejenigen, die sich zu ersten Erfahrungen aufmachten, wurden belächelt. Knapp ein [...]

In 2010, Inclusion International will celebrate its 50th anniversary. In 1960, national organizations came together to form an international alliance because they knew that they could not accomplish their goals on their own. Now with members in more than 115 countries, [they] are trying to live up to the expectations of our founders. Most of our member organizations at the [...]

Der Autor erläutert, was ursprünglich wissenschaftlich mit dem Begriff Integration intendiert war, welchen Stellenwert der Begriff in der Sonderpädagogik hat, wie sich Integration beschreiben lässt und welche Entwicklungen es in den letzten Jahren gab.

It is now almost ten years since the Salamanca Conference on Special Needs Education endorsed the idea of inclusive education. Arguably the most significant international document that has ever appeared in the special needs field, the Salamanca Statement argues that regular schools with an inclusive orientation are 'the most effective means of combating discriminatory [...]

[The author] intend, in this paper, to show how the inclusive education movement was born and the inclusive education approach can ensure that the right to an appropriate education is guaranteed. [He] also want to argue that the measures currently in place will not guarantee this right unless there are major reforms in the education systems. The tide is moving towards those [...]

A review of legislative provision concerning education of children and young people with special educational needs, based on data compiled from 52 countries. (Orig.).

Die Kategorie Behinderung als integraler Bestandteil von Bildung.


    - Education policy -

Using the term of “inclusive education“, today many questions are discussed concerning the joint living and learning of handicapped and non-handicapped people, including every aspect of a person`s course of life.[1] Years ago we were anxious to establish integration in pre-schools and primary schools. Now we look for ways to establish and realize integration also outside the [...]

This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages. It looks in detail at the students concerned, where they are educated (special schools, special classes or regular classes) and what their level of education is (pre-primary, primary, lower secondary and upper [...]

This document makes recommendations about key aspects of special needs education policy that seem to be effective in supporting the inclusion of learners with special educational needs (SEN) within mainstream provision. It has been prepared by educational policy makers in order to provide fellow policy makers across Europe with a synthesis of the policy findings that have [...]

The concept and practice of inclusive education have gained importance in recent years. Internationally, the term is increasingly understood more broadly as a reform that supports and welcomes diversity amongst all learners. Inclusive education is a process that involves the transformation of schools and other centres of learning to cater for all children - including boys and [...]

This documentation was published in January 2003. It reports on European policies in special needs education, definitions of disabilities, aspects of inclusion and special provisions, legal ftrameworks and objectives.

The Consultation considered the field of early childhood education and how services developed for young children can respond to children with special educational needs. The emphasis was on examining the nature of the services that should be provided rather than focusing on children with disabilities. The Consultation addressed the problem of providing the quality services [...]

The Policy Guidelines for Inclusion in Education act as a resource for policy makers, teachers and learners, community leaders and members of civil society to improve and develop the inclusive aspect of schools and education systems. The guidelines also form the basis of the project `Inclusion in Action` that will, throughout 2010, collect and disseminate good practices [...]

Based on replies from 62 countries, the review consists of two parts, presenting country entries followed by a summarized analysis. (Orig.).

This publication provides a summary of the relevant information, collected by the European Agency National Working Partners on five priority areas. Chapter 1 deals with "Special needs education in Europe, inclusive policies and practices". It presents a global characterisation of policies and practices in the different countries; definitions of special needs/disability used by [...]

The Representative Board members of the European Agency for Development in Special Needs Education highlighted the topic of assessment in inclusive settings as a major area of concern in 2004. It was felt that there was a need to examine the use of assessment processes within inclusive settings and highlight examples of good practice. A main question to be addressed was [...]

Ein Beitrag zum internationalen Stand der inklusiven Bildung und den Konsequenzen für die sonderpädagogische Förderung in Deutschland.


    - Implementing inclusive education - from theory to practice -

This report presents the main findings of a project conducted by the European Agency for Development in Special Needs Education, at the request of the Representative Board members, upon the topic of Development of a set of indicators - for inclusive education in Europe. The representatives from the ministries of education involved in Agency work expressed their interest in the [...]

This report is a summary of the results of the analysis conducted by the European Agency for Development in Special Needs Education (the Agency) focusing upon the topic of Special Needs Education and Immigration - a priority area for the Agency's member countries. In 2005, the representatives from the ministries of education involved in the Agency expressed their interest in [...]

Beim sogenannten Zwei-Pädagogensystem verantworten zwei LehrerInnen gemeinsam die Lern- und Entwicklungsfortschritte aller Kinder. Der vorliegende Text setzt bei diesem Teamteaching an und stellt weitere Kooperationsformen dar, die in den USA in heterogenen Klassen erprobt und verbreitet sind.

Der Beitrag stellt die Praxis von Integration und Inklusion gegenüber, und beschreibt Inklusion als Entwicklungsetappe der schulischen Bildung und Erziehung zu einer allgemeinen Pädagogik. Mit Hilfe des Index für Inklusion kann die integrative Qualität der Situation eines Kindes bzw. einer Schule dokumentiert und der integrative Prozess der Schulentwicklung unterstützt [...]

Im vorliegenden Aufsatz, der eine Bilanz nach 30 Jahren Gemeinsamen Unterrichts in der BRD zieht, werden Vorläufer, Vorbilder und bildungspolitischer Entstehungskontext der ersten Integrationsklassen in der BRD skizziert und die Motive der Elterninitiativen, sich gegen die Zwangsaussonderung der Kinder mit Behinderungen in Sondereinrichtungen zu wehren, aufgespürt. Auch [...]

In Manchester wurde 2000 der Index for Inclusion vorgestellt. Mit ihm begegnete man erstmalig der Verbindung zwischen Prozessen der Schulentwicklung und dem Leitbild der inklusiven "Schule für alle". Zunächst hat die Verbindung von Lernen/Leistung und Teilhabe irritiert, doch eigentlich ist es nichts anderes als die gelungene Synthese der Herausforderung und der [...]

The most disadvantaged children are also the most likely to miss out on school. So how do you deliver good-quality, inclusive education for children from minority ethnic communities, disabled children, girls facing discrimination or children in conflict-affected settings? Drawing on Save the Children UK's extensive experience in this field, [this book] presents programme [...]

The Agency SNE [Special Needs Education] data collection is a biennial exercise with data provided by the Representatives of the Agency. In all cases this data is from official Ministerial sources. All data refers to pupils officially identified as having SEN as defined in the country in question and all the data presented in this document has been collected in line with each [...]

Der Index für Inklusion (Frühkindliche Erziehung, Bildung und Betreuung) ist eine Hilfestellung und Handreichung zur Unterstützung der inklusiven Entwicklung in allen institutionellen Formen von Tageseinrichtungen für Kinder einschließlich Krippen, Spielplätze, Familienzentren, Krabbelstuben, Babysitten, Tagespflege, Kinderläden und Kinderhäuser. Der Index ist ein [...]

This guide discusses the challenge of how teachers and policy-makers can promote the inclusion of children with different needs in the classroom. It implies a shift in the role of education towards addressing the needs of the individual rather than making the individual meet a set of required standards. This Guide can be used in addition to the UNESCO Teacher Education [...]

Der Stand einer integrative Beschulung behinderter Kinder in Regelschulen im europäischen Vergleich.

Take a look at Germany

  1. Special Needs and Inclusive Education in Germany: basic facts