Relevant bibliographies by topics / Inclusive education – Germany

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Inclusive education – Germany'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Inclusive education – Germany"

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Tretyak, E. V. "Comparative Analysis of Inclusive Education in Germany and Sweden." Вестник практической психологии образования 18, no. 2 (2021): 90–99. http://dx.doi.org/10.17759/bppe.2021180210.

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Currently, inclusive education is the dominant approach to ensuring equal access to education for students with special educational needs around the world. Inclusion entails the restructuring of basic school education, taking into account the needs of each student, and because of this, problems arise associated with the organization of the learning process. This article provides a comparative analysis of inclusive education on the example of countries such as Germany and Sweden, which have different views on how to implement inclusive education for children with special needs.
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Opp, Günther. "Inclusion of students with disabilities in German schools." Educational and Child Psychology 24, no. 3 (2007): 8–17. http://dx.doi.org/10.53841/bpsecp.2007.24.3.8.

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The call for more inclusive practices in German schools has gained momentum. Yet the inclusive rhetoric in Germany is still much stronger than inclusive practices. This article tries to reconstruct the main lines of historical developments in special education related to integrated and selective working concepts. It shows a tremendous institutional and professional special education expansion over the last 200 years. Historically the propagated idea of being special as an individual with disabilities was a very successful construct. It is argued that the historical success of special education mocked the parallel idea of social inclusion. The current situation of the inclusion of students with disabilities in German schools is a just expression of the constitutional integration–selection dilemma in special education practices and theory. Future special education challenges and possible solutions in this context are described.
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Kruse, Stefan, and Kathrin Dedering. "The idea of inclusion: Conceptual and empirical diversities in Germany." Improving Schools 21, no. 1 (May 17, 2017): 19–31. http://dx.doi.org/10.1177/1365480217707835.

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In the mid-1990s, inclusion was introduced into discussions on education; today, we still do not have a precisely defined concept of inclusion. This article focuses its attention in this context on Germany, which in ratifying the Convention on the Rights of Persons with Disabilities in 2009 embarked on the path towards realising an inclusive system of education. The question examined here is what theoretical–conceptual ideas concerning the inclusion approach can be found in the scientific-legal discourse in the German-speaking region and to what extent have these found their way into school praxis. Furthermore, an attempt is undertaken to assign the ideas people working practically in the school system have about inclusion to the definition categories of the recently published attempt at systematisation by Göransson and Nilholm. The results suggest that the definition categories can also be applied to the German context. In line with the academic discourse, inclusion is interpreted in conceptual terms differently by school administrators and teaching staff. Inclusion is mainly understood in relation to the educational sector and has no clear alignment in terms of the target group in question. Clear differentiation criteria concerning the implications of how inclusion is understood are the school form in which teachers are employed, the prior experience of integrative/inclusive teaching and the function they fulfil in school.
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Bartz, Janieta, and Thomas Bartz. "Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom." Education Sciences 8, no. 4 (November 7, 2018): 196. http://dx.doi.org/10.3390/educsci8040196.

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In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning, Learning in the Presence of the Other, and Reflexive Inclusion for inclusive worldview education in the context of a religiously pluralized and secularized society.
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Márkus, Éva, and Maya Lo Bello. "Mihály Lieb or Mihály Munkácsy? Developing Cultural Identity in Hungary’s German National Minority Schools." Hungarian Cultural Studies 14 (July 16, 2021): 20–40. http://dx.doi.org/10.5195/ahea.2021.426.

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In the Carpathian Basin, German-speaking peoples have lived alongside Hungarians for hundreds of years, resulting in many, shared points of cultural intermingling. (Although commonly referred to as svábok [‘Swabians’], this is not the correct term for Hungary’s German minorities since their origins differ from those of Swabians living in Germany today). After World War II, thousands of Hungarian Germans were deported to Germany. Those who remained could not use their native language and dialect in public. Today, young generations reconnect with their German roots in state-funded, national minority schools where, through the medium of Hochdeutsch, students are familiarized with their Hungarian German dialect, history and traditions in a subject called népismeret [‘folk education’]. This paper provides a brief overview of the current legal documents and rulings that determine the curriculum in Hungary’s national minority schools before detailing the topics studied in a Hungarian German folk education class. We contend that the overwhelming losses in cultural heritage that resulted from assimilation must be reversed in a process that simultaneously respects their unique, dual identity. To this end, we recommend adapting the curriculum of folk education to include an alternative, more inclusive perspective of famous, “Hungarian” individuals.
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Shevchenko, Yuliia M., Svitlana M. Dubiaha, Valentyna D. Melash, Tetyana V. Fefilova, and Yulia О. Saenko. "The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils." International Journal of Higher Education 9, no. 7 (August 7, 2020): 207. http://dx.doi.org/10.5430/ijhe.v9n7p207.

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The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK.Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.
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이주화. "Strategies for the Advancement of Inclusive Education :A Case Study of Inclusion in Germany." Journal of Special Education 18, no. 1 (June 2011): 137–58. http://dx.doi.org/10.34249/jse.2011.18.1.137.

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Winzer, Margret, and Kas Mazurek. "Retelling Inclusive Schooling." International Dialogues on Education Journal 8, no. 1/2 (March 8, 2022): 84–109. http://dx.doi.org/10.53308/ide.v8i1/2.249.

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This paper targets the principle of full inclusion as articulated by Article 24 of the Convention on the Rights of Persons with Disabilities and General Comment #4 through an analysis of the CRPD Committee’s Concluding Observations for Poland, Germany, and Australia. We find inherent tensions and dialectical contradictions between the ideals of full inclusion embodied in Article 24 and the reluctance of the State Parties to meet the targets. To date, the obligations entailed by Article 24 have failed to retrofit education systems.
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Holovko, Nataliya, and Svitlana Balashova. "History of the development of inclusive education abroad." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy 2, no. 14 (2021): 5–9. http://dx.doi.org/10.17721/2415-3699.2021.14.01.

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The article identifies the features of inclusive education, in particular, describes the content of this education abroad, in countries such as the United States, Italy, Germany. Scientists interpret inclusive education as a comprehensive system of educational services that takes into account the peculiarities of psychophysical development of all students. The forms and methods used in the learning process reveal the individual capabilities and potential of the student. Inclusive educational services cover all aspects of the student's academic and social life and include the formation of an individual curriculum, the creation of a favorable educational environment, the provision of support services of specialists The generalization and systematization of foreign materials allowed us to determine that at the present stage of development of society there is a strengthening of international cooperation between many countries, due to the pedagogical and social significance of inclusion.
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Mehman Guliyeva, Nigar, and Rovshana Ikram Ahmadova. "School geography in the curriculum and inclusive education in Germany, Finland, Denmark." SCIENTIFIC WORK 61, no. 12 (December 25, 2020): 166–69. http://dx.doi.org/10.36719/2663-4619/61/166-169.

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A number of countries have specially designed educational programs for both healthy and students with disabilities. Differences in the education systems of countries reveal differences in the teaching of geography and the application of inclusive education. This article provides information on the geography curriculum, syllabus, lesson hours, textbooks in Finland, Germany and Denmark’s secondary schools, and compares them with Azerbaijani schools. At the same time, the general content and differences of inclusive education in those countries are reflected. Key words: curriculum, geography textbook, education system, level of education,inclusive education, Limited Health Opportunities.
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Dissertations / Theses on the topic "Inclusive education – Germany"

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Güdelhöfer, Ina. "Outdoor Education and the Inclusion of Children with Special Needs : A Case Study from Germany." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129652.

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Inclusion recognises the diversity of people and aims to use these differences as advantages. Since the ratification of the Convention on the Rights of Persons with Disabilities in 2009 there have been changes to the educational system in Germany; children with special needs are now attending general schools. This change has developed complex debate in societies discourse and the media. It has highlighted the need for changes within the education sector that support inclusion and allow all students to participate on their level. Within the field of Outdoor Education, learning contains practical and theoretical approaches, all senses should be used and emphasis is placed on students learning from experiences. Those learning methods are particularly well adapting for children with special needs as special education works with direct learning approaches. The place of learning is a key element within Outdoor Education and learning can take place outside the classroom in urban or rural environments. In order to determine if Outdoor Education has the potential to increase inclusion of children with special needs, a study in a German primary school was conducted. The study focused on a single class whilst they participated in mathematics lessons. Interactions were observed between students and teachers during indoor and outdoor lessons; follow-up interviews with students and teachers were made. The findings presented participation of all children while learning outside the classroom. In particular children with special needs showed an increased sense of achievement and a higher level of motivation and concentration in the outdoor lessons due to the fact that they were able to contribute to the exercises. The presented findings show that Outdoor Education has a meaningful potential in order to increase inclusion in German schools.
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Endara, Almeida Diana Karolina [Verfasser], Irmgard [Akademischer Betreuer] Merkt, and Christoph [Gutachter] Käppler. "Music as a principle of inclusion : A comparative study between Ecuador and Germany in early childhood education and care / Diana Karolina Endara Almeida ; Gutachter: Christoph Käppler ; Betreuer: Irmgard Merkt." Dortmund : Universitätsbibliothek Dortmund, 2019. http://nbn-resolving.de/urn:nbn:de:101:1-2019112902434885310825.

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Endara, Almeida Diana Karolina [Verfasser], Irmgard Akademischer Betreuer] Merkt, and Christoph [Gutachter] [Käppler. "Music as a principle of inclusion : A comparative study between Ecuador and Germany in early childhood education and care / Diana Karolina Endara Almeida ; Gutachter: Christoph Käppler ; Betreuer: Irmgard Merkt." Dortmund : Universitätsbibliothek Dortmund, 2019. http://d-nb.info/1200634721/34.

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Endara, Almeida Diana Karolina Verfasser], Irmgard [Akademischer Betreuer] Merkt, and Christoph [Gutachter] [Käppler. "Music as a principle of inclusion : A comparative study between Ecuador and Germany in early childhood education and care / Diana Karolina Endara Almeida ; Gutachter: Christoph Käppler ; Betreuer: Irmgard Merkt." Dortmund : Universitätsbibliothek Dortmund, 2019. http://d-nb.info/1200634721/34.

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PÍCHOVÁ, Martina. "Zavedené postupy v oblasti inkluzivního vzdělávání v Německu." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-252621.

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The thesis deals with the issue of the integration of established practices in inclusive education. As a target country for processing has been selected the Federal Republic of Germany. The first part deals with basic facts about migration of foreigners to Germany with the respect of current events. It also addresses the topic of integration, where are mapped the general integration efforts from the government, organizations and volunteers. Then the thesis is focused on the issue of provision of language courses and inclusive education for children of foreigners. These theoretical parts are complemented by real observations from the German environment. Final theoretical part is about multilingualism, with an emphasis on teaching the main language in the classes for foreigners, qualification and competence of teachers, principles and methods of teaching the second language which is relevant for these classes. The practical part creates the concept of teaching immigrant children by using theoretical information. It includes intercultural aspects and the most intensive way, how to transmit the information. Last part contains description of teaching course, which was implemented in practice.
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Keenan, Emmalie. "Inclusion and Exclusion of Gender, Social Class, Race and Ability in Elementary German Textbooks." 2020. https://scholarworks.umass.edu/masters_theses_2/926.

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Elementary German language textbooks today lack diverse representations of gender, social class, race, and ability. This thesis argues that the exclusion of those categories of diversity impedes the objectives of the communicative learning approach for students in first-year German courses. It examines research on diversity in textbooks with a focus on the concept of the “third space”, and shows how these findings apply to German students. An analysis of chapters from three German textbooks published between 2018 and 2020: Netzwerk neu A1, Impuls Deutsch 1, and Grenzenlos Deutsch provides specific examples of how images, texts, dialogs, grammar, and vocabulary exercises could be designed or redesigned to make the German language classroom a space in which all students are able to communicate and express themselves.
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Books on the topic "Inclusive education – Germany"

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Powell, Justin J. W. Barriers to inclusion: Special education in the united states and germany. Boulder, Colo: Paradigm Publishers, 2011.

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Häberlein-Klumpner, Ramona. Inklusive Pädagogik: Ansatz und historische Analysen mit Blick auf den Vordenker Johann Friedrich Herbart. Frankfurt am Main: P. Lang, 2009.

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Schneider, Cornelia. Une étude comparative de l'éducation inclusive des enfants avec besoins particuliers en France et en Allemange: Recherches dans onze salles de classe = A comparative study of the inclusion of children with special needs in mainstream schools in France and Germany : case studies of eleven classrooms. Lewiston: Edwin Mellen Press, 2011.

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Dimensionen der Integration bei kooperativem Unterricht: Eine empirische Untersuchung zu Strukturen und Prozessen beim gemeinsamen Unterricht von behinderten und nichtbehinderten Kindern und Jugendlichen. Frankfurt am Main: P. Lang, 1996.

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Powell, Justin J. W. Barriers to Inclusion: Special Education in the United States and Germany. Taylor & Francis Group, 2015.

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Powell, Justin J. W. Barriers to Inclusion: Special Education in the United States and Germany. Routledge, 2016.

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Powell, Justin J. W. Barriers to Inclusion: Special Education in the United States and Germany. Paradigm Publishers, 2006.

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Powell, Justin J. W. Barriers to Inclusion: Special Education in the United States and Germany. Taylor & Francis Group, 2015.

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Inclusive education: To do or not to do : England, Germany, Croatia, Canada, India, Spain, Malta. Toronto: Inclusion Press, 2009.

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Skovsmose, Ole, David Kollosche, Renato Marcone, Michel Knigge, and Miriam Godoy Penteado. Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany. Springer, 2019.

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Book chapters on the topic "Inclusive education – Germany"

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Blumenthal, Yvonne, Stefan Voß, Simon Sikora, and Bodo Hartke. "Selected Findings of the First Large-Scale Implementation of Response to Intervention in Germany." In Inclusive Mathematics Education, 123–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_10.

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Pfaffenrath, Lisa Simone. "Creating a culture of dialogue and transparency with parents and teachers in a primary school in Germany." In Action Research for Inclusive Education, 157–67. Description:Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351048361-15.

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Lübeck, Anika, and Christine Demmer. "The ambiguous role of paraprofessionals in inclusive education in Germany." In Teaching Assistants, Inclusion and Special Educational Needs, 46–58. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-5.

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Knigge, Michel, and David Kollosche. "Inclusive Education in German Schools." In Inclusive Mathematics Education, 13–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_3.

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Connor, David J. "Sharing International Experiences to Develop Inclusion in a German Context: Reflections of an American Inclusive Educator." In Critical Readings in Interdisciplinary Disability Studies, 205–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35309-4_16.

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Powell, Justin J. W., Kerstin Merz-Atalik, Stefania Ališauskienė, Michelle Brendel, Gerardo Echeita, Hafdís GuÐjónsdóttir, Jóhanna Karlsdóttir, et al. "Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden." In The Sage Handbook of Inclusion and Diversity in Education, 321–37. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470430.n27.

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Unangst, Lisa, and Bernhard Streitwieser. "Inclusive Practices in Response to the German Refugee Influx: Support Structures and Rationales Described by University Administrators." In European Higher Education Area: The Impact of Past and Future Policies, 277–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77407-7_18.

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Motschenbacher, Heiko. "Foreign Language Learning and Sexuality-Related Inclusion: A Multimodal Analysis of Representational Practices in the German Textbook Series Navi Englisch." In Linguistic Perspectives on Sexuality in Education, 51–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64030-9_3.

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Grebe, Tim, and Stefan Ekert. "The Training Module Concept: A Way Towards Quality Improvement and Inclusion in German Vocational Education and Training (VET)?" In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 369–87. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_20.

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Brooks, Rachel, Jessie Abrahams, Predrag Lažetić, Achala Gupta, and Sazana Jayadeva. "Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics." In European Higher Education Area: Challenges for a New Decade, 197–209. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_14.

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Abstract Policymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).
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Conference papers on the topic "Inclusive education – Germany"

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Burger, Claudia. "Inclusive Higher Education Teaching in Germany: Qualitative Research Findings." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572880.

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Magauova, Akmaral, Zhamilya Makhambetova, and Svetlana Lukashova. "Comparative Analysis of Educational Programs for Training Social Pedagogues on the Example of Universities in Kazakhstan, Lithuania and Germany." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.031.

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Abstract. In the context of integration of national education systems into a single global educational space, the competency-based paradigm of education serves as the main for training competitive strategy specialists. The transition to competency-based educational standards of higher education involves the formation of students' professional competences for successful professional activity. The aim of the research is to study and analyse the experience of development of professional competences in the training of social pedagogues in Kazakhstan, Lithuania, and Germany. In this paper, the study and comparative analysis of the experience of forming professional competences in the training of social pedagogues in Kazakhstan, Lithuania and Germany are carried out. The research showed that during the period of study at the University in the specialty "Social pedagogy and self-cognition", it is necessary to introduce a competency-based approach aimed at the formation of professional competences for working in an inclusive education. As a result of the research, the nature and trends of training social pedagogues in three countries are identified, then general and special competences of social pedagogues are analysed; finally, the professional competences adopted by the world community are highlighted.
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Raley, Meredith. "CISCOS: Collaborative and transdisplinary human rights education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.22.

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CISCOS (Connecting Inclusive Social Planning, Community Development and Service Provisions for Persons with Disabilities), is an Erasmus+ Project, run by the University of Siegen in Germany. The goal of CISCOS is to create a course that can be used throughout the EU, to address the challenges in the local implementation of the UN Convention on the Rights of Persons with Disabilities (UN CRPD). The ultimate goal of this education work is to embed human rights principles at the local level. The products of the project will include the development of a Massive Online Open Course (MOOC) in English, and course documents that can be used in several languages. The goal of this work is to improve the implementation of the UN CRPD at the local level.
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