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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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Scheer, David, Markus Scholz, Astrid Rank, and Christian Donie. "Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 270–93. http://dx.doi.org/10.1891/1945-8959.14.3.270.
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This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Preservice teachers for special needs school rated highest in inclusive beliefs, and self-efficacy secondary school teachers and academic high school teachers lowest. The intended profession also plays a role in rating the readiness for inclusion of the presented case examples. In the eyes of future teachers, children with intellectual disabilities and complex special needs should be educated in special needs schools.
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Ahrbeck, Bernd, and Marion Felder. "Analysis of Barriers to Inclusive Schools in Germany: Why Special Education Is Necessary and Not Evil." Education Sciences 10, no. 12 (November 28, 2020): 358. http://dx.doi.org/10.3390/educsci10120358.
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Over the past decade, ever since the ratification of the United Nations Convention on the Rights of People with Disabilities (UN-CRPD) in Germany, a morally charged debate has taken place about inclusive and special education. Special schools are under considerable attack and even special education is deemed responsible for the difficulties in implementing full inclusion in schools. The gravest accusation is that special education and special schools are even today a close connection to the Nazi era between 1933 and 1945, when children with disabilities were sterilized and murdered. Special education is seen as a symbol and guarantor of separation and exclusion and therefore incompatible with the idea of inclusion. This article will outline and analyze this claim and present other more compelling reasons why full inclusion has been difficult to implement in Germany. Following the analysis, we will describe a possible way forward for inclusion and special education.
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PRYSAKAR, Volodymyr Vasylovych, and Raisa Vitaliivna KOZAK. "THE DEVELOPMENT OF INCLUSIVE SCHOOL EDUCATION IN THE FEDERAL REPUBLIC OF GERMANY." Inclusion and Society, no. 2 (2022): 39–47. http://dx.doi.org/10.32782/inclusion-society-2022-2-6.
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Furyaeva, T. W. "Pedagogy of integration/inclusion in Germany: history and modernity (the middle of XX – beginning of XXI centuries.)." Современная зарубежная психология 7, no. 1 (2018): 18–28. http://dx.doi.org/10.17759/jmfp.2018070102.
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The article presents the results of comparative analysis of the process of formation and development of the pedagogy of integration/inclusion on the example of Germany during the last forty years. Four periods in the development of inclusive pedagogy were identified, the dynamics of concepts and categories was shown. The pluralism of the studies of inclusion was proven for the four psycho-pedagogical approaches (educational activity, socio-environmental, interactionists and anthropological, and ethical). The implementation of the principle of inclusive education should be characterized by the shift from the politicization of inclusive discourse to the search for a scientifically sound and responsible decisions in this field
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Bozdağ, Çiğdem. "Inclusive Media Education in the Diverse Classroom: A Participatory Action Research in Germany." Media and Communication 10, no. 4 (December 28, 2022): 305–16. http://dx.doi.org/10.17645/mac.v10i4.5640.
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Media literacy has become a key concept for understanding how different citizens develop the capacity to participate in the mediatized society. One key question here is how media literacy education can support people of diverse backgrounds to have equal chances of benefiting from the media. Furthermore, as many schools are characterized by superdiversity, especially in bigger cities (Crul et al., 2013), there is also a need for research on media education and diversity. This article presents the findings of the research project INCLUDED, a participatory action research about media education in a secondary school in Germany. The project aims to analyse the everyday media use of young people with diverse cultural backgrounds living in a socio-economically disadvantaged neighbourhood and co-develop teaching modules on media literacy education integrating an intercultural perspective. The fieldwork of the project (January 2020–April 2021) included participatory observations (online and offline), teacher interviews, and focus groups with the students (13–15 years). The article will particularly focus on one teaching module that focused on TikTok and Instagram influencers. The students’ presentations in the classroom demonstrated how the diverse cultural backgrounds of the students also shaped the content that they consumed on social media. Analysing this teaching module as an example, this article discusses the benefits and challenges of designing a more inclusive and participatory approach to media education in the context of culturally diverse schools as an alternative to culture-blindness and over-emphasis of cultural differences.
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Kim, Ki-Heung. "The Attitudes of Pre-service Education Teacher towards Children with Disabilities and Inclusive Education in Germany." Special Education Research 11, no. 1 (February 29, 2012): 5. http://dx.doi.org/10.18541/ser.2012.02.11.1.5.
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Hintz, Anna-Maria, Michael Paal, Karolina Urton, Johanna Krull, Jürgen Wilbert, and Thomas Hennemann. "Teachers’ Perceptions of Opportunities and Threats Concerning Inclusive Schooling in Germany at an Early Stage of Inclusion: Analyses of a Mixed Methodology Approach." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 357–74. http://dx.doi.org/10.1891/1945-8959.14.3.357.
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The purpose of this exploratory study was to examine the perceived opportunities and threats of teachers working on a primary level in North Rhine Westphalia, Germany, regarding inclusive schooling. Two open-ended questions using a standardized paper-pencil-questionnaire format were administered to 452 general and 130 special education teachers. Results of descriptive and inferential statistical analyses indicated that both teacher groups expressed strong concerns related to students’ educational needs and learning opportunities. Nevertheless, their perceptions differ significantly in specific categories. General education teachers anticipate inclusive schooling to improve social school climate; however, they expressed several concerns: declining teaching quality, having insufficient professional skills themselves, higher work load, and lack of resources. Their special education colleagues expected improved learning opportunities would result for all students but were worried about changes in their professional role and the political realization of inclusive schooling. Implications for practice, limitations, and the need for future research are discussed.
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Simojoki, Henrik, and Jan Woppowa. "Konfessionell-kooperativer Religionsunterricht. Zwischenbilanz und Zukunftsperspektiven." Evangelische Theologie 80, no. 1 (May 1, 2020): 16–28. http://dx.doi.org/10.14315/evth-2020-800105.
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Abstract Enshrined in the Basic Law, Religious Education (RE) in Germany at schools is .confessional. - and hence closely linked to the religious communities, in particular the Catholic and the Protestant church. This does, however, not imply a mono-denominational structure (and even less a catechetical approach) of RE in Germany. On the contrary, due to the ongoing pluralisation, educational innovations and ecumenical progress, inter-denominational cooperation has become a decisive feature of RE in Germany in the last decades, with a plurality of forms and regional variations. This article gives an overview over the current state of this specific type of RE in German federal states. It accentuates conceptual innovations and structural improvements, but also critically reflects on some underlying tendencies which contradict the basic ecumenical and inclusive intention of inter-denominational cooperation. Finally, perspectives for further development are presented.
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Lebed, Anna V., Anna A. Guseva, Alexander A. Karabutov, Marina V. Markhgeym, and Ivan A. Rusin. "Implementation of Inclusive Education Under the Convention on the Rights of Disabled People: A Comparative Legal Aspect." Cuestiones Políticas 37, no. 65 (August 6, 2020): 198–208. http://dx.doi.org/10.46398/cuestpol.3865.15.
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The article presents a comparative analysis of inclusive education training in the Russian Federation, Germany and Italy based on the analysis of the provisions of the United Nations Convention on the Rights of Persons with Disabilities, also related to the development of inclusive education in member countries. At a methodological level, the study was built on the basis of a dialectical approach to the study of legal phenomena and processes, using a general intellectual process for the processing of sources of type: (systemic, logical, analysis and synthesis), all within the framework of documentary observation close to legal hermeneutics. The study of the concluding observations on the initial report of the states participating in the Convention mentioned above allows concluding that the approaches to inclusion are heterogeneous in different countries of Western Europe before signing and ratifying the United Nations Convention on the rights of People with disabilities. Furthermore, the document sought to determine the level of development of inclusive education, its problems and prospects in Russia compared to the states of Western Europe.
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Fischer, Christian, and Kerstin Müller. "Gifted Education and Talent Support in Germany." Center for Educational Policy Studies Journal 4, no. 3 (September 30, 2014): 31–54. http://dx.doi.org/10.26529/cepsj.194.
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While the focus in Germany was initially on disabled children only, the promotion of gifted and talented children has become increasingly important. Different organisations and institutions, ranging from parents’ associations to foundations, offer a large variety of measures catering for the special demands of gifted and talented children, enabling the exchange of information on giftedness and the cooperation of different institutions. Talented children are also provided with access to scholarships as well as to special academies and competitions on different topics. Furthermore, educators and researches involved in the promotion of giftedness can attend conferences as well as gaining qualifications as specialists in gifted education and talent support. In addition to these nationwide, extracurricular measures, the individual federal states offer various acceleration and enrichment activities for children with high abilities at school. Overall, this leads to a diverse system of gifted education and talent support in Germany. It does, however, mean that Germany lacks a common national strategy of gifted education and talent support due to the lack of networking of the individual federal states. By exchanging ideas and information on their applied concepts of ability promotion, the federal states could benefit from each other’s expertise and experiences. Further improvement could be achieved if concepts of gifted education and talent support were to become an integral part of various discussions, such as those on inclusive education or on the results of international comparative studies (e.g., PISA, PIRLS or TIMSS).
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Özkara, Abdullah Bora. "Comparative Research on Inclusive Education in England, Germany, France and Turkey from the Perspective of Physical Activity." Comparative Professional Pedagogy 8, no. 4 (December 1, 2018): 31–38. http://dx.doi.org/10.2478/rpp-2018-0051.
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Abstract Different countries differently address the physical education needs of disabled children. Some focus only on the classroom learning hence equipping the children with little knowledge on physical education. Others lack the facilities to facilitate the physical education of the disabled. This has led to an increased number of the disabled with little or no knowledge about their talent in the field of sports. This paper compares access to the physical education by the disabled in England, Germany, France and Turkey. The countries were determined by taking into consideration the population and geographical conditions. Data is collected from secondary resources and compared for the countries. The paper also sheds light on the factors that hamper the provision of physical education to the disabled in the three countries. It is concluded that the education systems in Germany and England do not favor the provision of physical education to the disabled. Special educational needs are recognized in the French education system and hence the reason behind the increased number of disabled children majoring in sports. The second barrier to the provision of physical education to the disabled is the lack of facilities. In Germany, for example, there are inadequate facilities for use by disabled students while doing physical exercises. In England, the focus is on classroom learning. It is only in France where the government has provided adequate equipment for use by the disabled during physical education classes (Ardoy, et al., 2014). In Turkey there is a need to further encouragement of participation in physical activity of people with disabilities Finally, there has been a belief that the disabled have no place in the field of sports hence leading to poor financing of the special needs education by the government.
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Wuttke, Heinz-Dietrich, Anzhelika Parkhomenko, Artem Tulenkov, Galyna Tabunshchyk, Andriy Parkhomenko, and Karsten Henke. "The Remote Experimentation as the Practical-Oriented Basis of Inclusive Engineering Education." International Journal of Online and Biomedical Engineering (iJOE) 15, no. 05 (March 14, 2019): 4. http://dx.doi.org/10.3991/ijoe.v15i05.9752.
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The challenges and solutions for inclusive engineering education are discussed in this paper. We propose remote experimentation as the practical-oriented basis to train engineers with disabilities in the fields of Computer Science and Information Technologies. The structure and the functionality of international GOLDi network that unites partner universities from Germany, Australia, Ukraine, Armenia and Georgia is given. The possibilities of REIoT complex for studying the features of embedded systems design and Internet of Things technologies as well as an overview of ISRT laboratory for embedded software development and testing are given. The presented Remote Laboratories are successfully used to improve educational services quality and accessibility as well as to strengthen the practical component of the learning process.
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GREBA, I., and M. LEVRINTS. "INTERNATIONAL EXPERIENCE OF THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE EUROPEAN COUNTRIES." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 29 (September 10, 2022): 81–86. http://dx.doi.org/10.33989/2075-146x.2022.29.264259.
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The article analyzes the international experience of legal regulation of inclusive education and its implementation in European countries, including Belgium, Spain, Italy and Germany. The main tendencies in the development of the education systems of European countries are the deepening of its spiritual and cultural components and bolstering of humanistic orientation in the educational process. The present paper highlights the main stages in the development of inclusive education, increased attention to children with special educational needs, and activation of their integration into society, characteristic of some European countries in the 70-the 80s of the XX century. Spurred by the body of specialized academic knowledge about special educational needs, the quality of inclusive education is gradually rising. Joint education and upbringing have become an integral part of European education, though the means of its implementation differ around its countries. In particular, special education institutions have been almost eliminated in Spain, Italy, Greece, and Portugal. Despite the differences in the current types and levels of educational institutions, secondary education in Western Europe is one of the key elements of the modern European model of social organization. For the post-Soviet countries, this system provides a window into ways of attending to pedagogical and social problems that arise alongside the implementation of inclusive education.
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Fayzullaev, Sh, G. Eshnazarova, and M. Marupova. "The use of advanced foreign experience in the development of preschool children." International Journal on Integrated Education 2, no. 5 (November 5, 2019): 159–61. http://dx.doi.org/10.31149/ijie.v2i5.161.
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The article discusses the preparation of qualified teachers for improving the system of pre-school education in our country, as well as the provision of institutions with the necessary materials, and the use of international best practices in the educational process. The requirements for pre-school education as well as all students are provided with information on inclusive education and the system of pre-school education in countries such as Korea, Japan and Germany.
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Ninkov, Ivona. "Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis." Journal of Human Rights and Social Work 5, no. 4 (October 6, 2020): 280–89. http://dx.doi.org/10.1007/s41134-020-00133-1.
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AbstractGifted students are the most important part of every society and keeping the gifted child challenged and engaged is necessary. This paper aims to offer suggestions for the appropriate education system to enlarge their knowledge and creativity, without disturbing their usual life and educational surroundings. The author uses a comparative method, focusing on different countries worldwide and comparing and interpreting the various concepts of education in those countries. Based on the United Nations regionalization, the author focuses on the countries of the Eastern European Group (Bosnia and Herzegovina, Croatia, Hungary, and Serbia) and Western European and Others Group (Austria, Germany, Netherlands, UK, Turkey, and the USA). The study finds that inclusive education as an alternative framework is potentially the best education system for gifted students. The prevailing opinion in most countries is that the concept of inclusive education primarily refers to children with special needs. This authorexplains that there is no logical obstacle to applying inclusive education to gifted students as well. Such an inclusive education system would require changing current education systems and programs and, most of all, hiring various professional staff as social workers and trained teachers who can meet the various demanding needs of gifted students in any community. The study concludes that it is necessary to improve existing policies in education to provide the inclusive education framework to gifted children and to understand that the essence is not only to agree on differences but to stimulate the individuality and diversity of the gifted at all levels; the greatest gem of each country is its educated children. Inclusion of gifted students has a positive outcome not only for the individual but also for the other students in the classroom. Gifted students stimulate the others, pushing them to reach their potential academic capabilities. Also, the unidentified students who could learn at elevated levels could benefit from this kind of education model and a high level of instruction could push them in the same way that it challenges the gifted students in the classroom.
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Letzel, Verena, Marcela Pozas, and Christoph Schneider. "Energetic Students, Stressed Parents, and Nervous Teachers: A Comprehensive Exploration of Inclusive Homeschooling During the COVID-19 Crisis." Open Education Studies 2, no. 1 (September 19, 2020): 159–70. http://dx.doi.org/10.1515/edu-2020-0122.
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AbstractMarch 2020 will be reminded as the time when schools around the world came to a shutdown. This resulted in a necessary and immediate redesign of teaching and learning. School-based instruction had to be replaced by a home-based instruction format. This required students, parents and teachers to adapt their daily routines to a new and unknown educational reality. Given this unprecedented situation, research into the impact of homeschooling during the COVID-19 crisis became urgent. This brief report introduces a nation-wide research project in Germany. Following a mixed-methods design, the SCHELLE project titled Student-Parents-Teachers in Homeschooling (abbreviated as SCHELLE following its German name Schüler-Eltern-Lehrer) was developed in order to comprehensively explore students’, parents’, and teachers’ experiences during homeschooling. Overall, the studies focused on collecting quantitative and qualitative data on how homeschooling was implemented, whether inclusive education was considered, and the well-being of all three perspectives. The main findings of the SCHELLE project revealed that the impact of homeschooling expanded not only into the educational domain, but as well into the social (e.g. social distancing), psychological (positive and negative activation), and educational equality matters (implementation of inclusive education).
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Broecher, Joachim. "How David P Weikart’s HighScope Summer Camp for (Gifted) Teenagers became a sustainable model for my later work in special education and inclusive education." Gifted Education International 31, no. 3 (March 19, 2014): 244–56. http://dx.doi.org/10.1177/0261429414526655.
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The HighScope Summer Camp for Teenagers founded by David P Weikart in 1963, and operated until 2002, was an international, inclusive gifted education program that aided many young people, including those from disadvantaged social strata, in their personal development and shaped them in a special way. The six-week program stood for a high degree of structure and high expectations from the youth with regard to active thinking, problem solving and responsible action in the sciences, arts, and in social intercourse. Diversity and social justice were organically integrated, as was closeness to nature and a hands-on approach. The author worked on David P Weikart’s team during the summer of 1984 and then helped to found a similar program in Germany. The author’s personal HighScope experience remained intact over the decades and an effective background source of inspiration and orientation for his work in special and inclusive education.
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Saloviita, Timo, and Tina Schaffus. "Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany and the issue of extra work." European Journal of Special Needs Education 31, no. 4 (June 6, 2016): 458–71. http://dx.doi.org/10.1080/08856257.2016.1194569.
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Scharenberg, Swantje. "Can the Unesco Award be a Facilitator to Change the Quality in After-School Programmes? - Visions for Future." Acta Facultatis Educationis Physicae Universitatis Comenianae 62, no. 2 (November 1, 2022): 178–90. http://dx.doi.org/10.2478/afepuc-2022-0016.
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Summary In April 2021 the “common welfare oriented sports club culture” has been awarded by German UNESCO intangible cultural heritage (ICH). To maintain this award, there has to be a future vision for the immaterial cultural heritage in terms of inclusive, equal opportunity, high-quality education. In Germany, sports clubs cooperate with (primary) schools in after-school programmes, often organized by the school (ASPO). However, offers of sports clubs are understood as offers for pastime and day-care, on the contrary, offers of other partner of cooperation are regarded as offers of education. During Corona crises grassroots sports in Germany was forbidden and more than that, ASPO and PE were cancelled immediately, with consequences e.g. for common welfare and health. “Existing concepts no longer work!” (Pühse, oral comment Bratislava 2021). P.E. teachers experimented with homework, but failed. However, exercise instructors and coaches came up with new motivating ideas and sports clubs seem to take over the role of high-quality education. Can the UNESCO award be part of a creative change not only for sports club culture but also for ASPO and excessively so to understanding PE in its multi-perspective? Let´s finally consider it in a future workshop, based on scenario, which reflects the relevant developments.
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Sabancı, Osman, and Safiye Sarıcı Bulut. "The Recognition and Behavior Management of Students With Talented and Gifted in an Inclusive Education Environment." Journal of Education and Training Studies 6, no. 6 (May 31, 2018): 157. http://dx.doi.org/10.11114/jets.v6i6.3068.
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During student development, enriching academic and psychosocial activities in accordance with different educational needs of students is important. This study aims to identify primary school teachers’ opinions in Turkey, Czech Republic, Italy, and Germany. The opinions of teachers were investigated and compared on the individual skills, interests, intelligence, and abilities of students in the inclusive education environment with talented and gifted students. Moreover, methods, techniques and strategies they implemented in behavioral management, development and the bonding of the students to each other were analyzed. The study is a descriptive qualitative research. Layered sampling was used from the purpose sampling methods. The study group consisted of 248 elementary school teachers. In data analysis, content analysis was used. To ensure validity and reliability of the study, the coder reliability coefficient, the expert opinion, the confirmability strategy techniques were used. In Czech Republic, Turkey and Italy the teaching dimension for determining the students' interests, abilities and intelligence was emphasized, while Germany the dimensions of co-operation with parents and stakeholders was highlighted. Teachers participating in the development of positive behavior prioritised the communication process, stimulating educational activities in the management of unwanted behavior and the bonding of students with each other. Teachers' educational effectiveness-based responses in relation to the management of students' interests, skills and intelligence, development and behaviour revealed that teachers cannot parse the approaches that correspond to different problem areas. It was observed that there were not enough applications to contribute to the psychosocial development of students with different developmental characteristics.
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Bradlaw, Constanze, Britta Hufeisen, and Stefanie Nölle-Becker. "Das Konzept der funktionalen Mehrsprachigkeit im Kontext der Internationalisierung deutscher Hochschulen." Fremdsprachen Lehren und Lernen 51, no. 2 (September 5, 2022): 38–52. http://dx.doi.org/10.24053/flul-2022-0018.
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Internationalisation is a key word for Higher Education Institutions (HEIs) in Germany. It also encompasses mobility policies in order to increase the numbers of incoming international students from all over the world as well as the numbers of outgoing national students. For this reason, English as lingua franca/lingua academica is becoming the language of teaching and communication in German international university courses more and more. The authors argue that this attitude often labelled as English only neither mirrors nor exploits the vast multilingual repertoires of today’s societies in general and European HEIs in particular. Nevertheless, building truly inclusive (scientific) communities deeply committed to democratic and pluralistic principles allowing participation for all citoyennes and citoyens needs to encompass our multilingual and multicultural realities. Anchoring the concept of functional multilingualism in the institution’s internationalisation and languages strategies, the Technical University Darmstadt serves as an example of a German HEI following multilingual paths beyond German and English.
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Brunold, Andreas. "Civic Education for Sustainable Development and its Consequences for German Civic Education Didactics and Curricula of Higher Education." Discourse and Communication for Sustainable Education 6, no. 1 (December 1, 2015): 30–49. http://dx.doi.org/10.1515/dcse-2015-0003.
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Abstract Since the nineties, the principle of sustainable development has increasingly been adopted by policy makers and civil society in Germany and, of course, in many countries of the world. With the acceptance of this principle, the significance of education for sustainable development (ESD) has also been recognised. Increased awareness of the problems of environmental challenges, globalisation and poverty has meant that the concepts of environmental education, global learning, and education in development policy have been consistently oriented towards more sustainability. This leads to an increased awareness that globalisation processes must be shaped in accordance with the objectives of sustainable development, both nationally and internationally. By encouraging the idea of sustainability to take root in all areas of education systems, the World Decade of Education for Sustainable Development from 2005 to 2014 intended to take significant steps towards greater educational sustainability. The curricula for civic education for sustainable development and global learning in Germany are, therefore of course, very closely linked to global development and globalisation processes, and because of that, they are to be seen within the mandate of the United Nations educational policy. The paper shows, that the learning area of global development objectives is structured in an inter-disciplinary and cross-disciplinary manner. It carries the essential features of a domain: a delimited object area, a specific approach to the world, and the reference to a basic teaching concept in the educational policy traditions of one-world or development-policy education and global learning. Therefore the aim is clear, that these curricula should contribute to the sustainable development goals of the United Nations, towards inclusive and equitable quality education and promote lifelong learning opportunities for all, as it is mentioned in goal number 4 (United Nations, 2014).
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Valentyna, Chernysh V., Navolska I. Halyna, Rusavska O. Olha, Ryabokin Nataliіa, and Paustovska V. Marianna. "Features of learning foreign languages at school under the conditions of inclusive education." Revista Tempos e Espaços em Educação 13, no. 32 (December 14, 2020): 1–16. http://dx.doi.org/10.20952/revtee.v13i32.14964.
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Pedagogical experience testifies to the positive introduction of the practice of inclusive education of pupils with special educational needs into the educational process, in particular during learning foreign languages. The purpose of the academic paper is to reveal the features of learning foreign languages at school under the conditions of an inclusive education. The following methods have been used in the scientific article, namely: the methods of theoretical analysis, the method of decomposition analysis, the method of induction, the method of analogy, the method of comparison, the method of scientific abstraction, the method of description, the method of observation, the method of measurement, the method of modeling. It has been found that pupils with special educational needs are actively involved in the educational process of educational institutions, including schools. It has been established that the rights of people with disabilities, including pupils with special educational needs, are governed by the provisions of the Convention on the Rights of Persons with Disabilities and World-Readiness Standards for Learning Languages. It has been established that in the United Kingdom, in particular in England and Wales, there is a program which stipulates that all students, in particular those with special educational needs, should take a foreign language course. It has been proven that there is a special course in Scotland, which provides opportunities for pupils with special educational needs to learn a modern language while studying at the secondary school. It has been established that an active policy of attracting pupils with special educational needs to study at secondary schools has been operating in Finland. It has been found that in Germany, the law establishes rules for the inclusion of students with special educational needs in the general education system. The practice of inclusive education in the USA has revealed that during the 2017/2018 academic year, almost 7 million persons received special education between the ages of 3 and 21.
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Lindacher, Tanja. "Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study." Improving Schools 23, no. 2 (February 25, 2020): 140–58. http://dx.doi.org/10.1177/1365480220906697.
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Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.
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Акулова, Елена Геннадьевна. "TRANSFORMATION OF MONTESSORI TEACHERS IN RUSSIA AND FOREIGN COUNTRIES, RANGING FROM SPECIAL EDUCATION TO INCLUSIVE EDUCATION." Pedagogical Review, no. 1(41) (January 31, 2022): 124–31. http://dx.doi.org/10.23951/2307-6127-2022-1-124-131.
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В рамках инклюзивного подхода освещаются ведущие нормативно-правовые документы РФ, целью которых является предоставление возможностей качественного образования каждому ребенку. Особенно отмечаются инновационные образовательные процессы, связанные с появлением детей с особыми образовательными потребностями в среде типично развивающихся сверстников.Используя сравнительно-исторический подход, исследуются развитие и трансформация метода М. Монтессори в России: от активного пропагандизма и принятия до полного отрицания. Описаны изменения в понимании метода Монтессори в России, его критическое осмысление ведущими русскими педагогами. Представлены результаты методологического изучения ключевых принципов и подходов педагогики Монтессори. Дана характеристика системы основных тенденций развития современных монтессори-образовательных учреждений за рубежом. Рассматривается актуальный опыт монтессори-пространства Нидерландов, Германии, США.Выделяется общий образовательный вектор современной монтессори-педагогики: от закрытой системы специальных школ к открытой системе образования, отвечающей нормам цивилизованного общества, с включением людей с особенностями в развитии. Приведены примеры комплексных образовательных монтессори-учреждений, уникальной системы подготовки и повышения квалификации монтессори-педагогов, монтессори-программ, решающих проблемы толерантного отношения к людям с особенностями в развитии. В рамках системы мировых тенденций обозначается специфика возрождения монтессори-педагогики в современной России.В фокусе российского образования значимым становится функционирование человека, каждый ребенок важен. Следовательно, выделяется идея совместного обучения детей, обладающих различными уровнями развития, идея инклюзивного подхода. Трансформация метода Монтессори представлена как уход от специальной педагогики для умственно отсталых детей к полноценной инклюзии через создание подготовленной среды, совместное обучение и формирование особого мировоззрения педагога. Within the framework of the inclusive approach, the leading regulatory and legal documents of the Russian Federation are highlighted, the purpose of which is to provide opportunities for quality education to every child. Innovative educational processes associated with the emergence of children with special educational needs in the environment of typically developing peers are particularly noted. Using a comparative-historical approach, the author examines the development and transformation of the Montessori method in Russia: from active propaganda and acceptance to complete denial. The article describes the changes in the understanding of the Montessori method in Russia, its critical understanding by leading Russian teachers. The results of the methodological study of the key principles and approaches of Montessori pedagogy are presented. The article describes the main trends in the development of modern Montessori educational institutions abroad. The current experience of the Montessori space of the Netherlands, Germany, and the United States is considered. The general educational vector of modern Montessori pedagogy is highlighted: moving away from the closed system of special schools to an open system of education that meets the norms of a civilized society with the inclusion of people with special needs in development. Examples of complex educational Montessori institutions, a unique system of training and advanced training of Montessori teachers, Montessori that solve the problems of tolerant attitude to people with special needs in development are given. Within the framework of global trends, the specifics of the revival of Montessori pedagogy in modern Russia are identified. In the focus of Russian education, human functioning becomes important, and every child is important. Therefore, the idea of joint education of children with different levels of development, the idea of an inclusive approach, stands out. The transformation of the Montessori method is presented as a departure from special pedagogy for mentally retarded children to full-fledged inclusion through the creation of a prepared environment, joint training and the formation of a special worldview of the teacher.
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Parolin, Zachary J., and Janet C. Gornick. "Pathways toward Inclusive Income Growth: A Comparative Decomposition of National Growth Profiles." American Sociological Review 86, no. 6 (December 2021): 1131–63. http://dx.doi.org/10.1177/00031224211054808.
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Despite rising interest in income inequality, scholars remain divided over the mechanisms underlying inclusive income growth and how these mechanisms vary across countries. This study introduces the concept of national growth profiles, that is, the additive contribution of changes in taxes, transfers, composition, and other factors including market institutions to changes across a country’s income distribution. We present a decomposition framework to measure national growth profiles for eight high-income countries from the 1980s to 2010s. Our findings adjudicate competing sociological and economic perspectives on rising inequality. First, we find that policy-driven changes in taxes and transfers are the dominant drivers of inclusive growth at the tails of the income distributions. Second, rising educational attainment contributes most to income growth across the distribution, but consistently contributes to less-inclusive growth. When changes in education are considered, changes in assortative mating and single parenthood have little consequence for changes in inequality. Third, changes to other factors including market institutions increased inequality in countries such as the United States, but less so in France and Germany. Had the United States matched the changes to Dutch tax policy, Danish transfer policy, or other factors of most other countries, it could have achieved more inclusive income growth than observed.
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Scharenberg, Katja, Sebastian Röhl, and Wolfram Rollett. "Who Are Your Friends in Class?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 3-4 (July 2020): 75–87. http://dx.doi.org/10.1026/0049-8637/a000230.
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Abstract. Educational settings such as classrooms provide important opportunities for social learning through interactions with peers. Our paper addresses the research question of whether and to what extent classroom composition characteristics make a difference. We carried out multilevel analyses based on a sample of n = 791 students in 48 classrooms (grades 5 – 7) in inclusive lower-secondary comprehensive schools in Baden-Württemberg (Germany). 22.6 % of the variance in students’ reciprocal friendship nominations were attributable to classroom-level differences. A higher average socioeconomic status and, respectively, a lower percentage of immigrant students negatively affected the number of reciprocal friendship nominations within classrooms. These results indicate that more privileged classroom settings can be related to less dense friendship networks of students. Our findings can be understood as an impulse to consider contextual factors when evaluating and addressing the social structure of classrooms in research and practice.
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Matsheka, Didimalang, and Tendayi Garutsa. "Challenges Faced by Racial Minority Students at Justus-Liebig University, Germany and North-West University, South Africa." International Journal of Higher Education 11, no. 7 (January 24, 2022): 13. http://dx.doi.org/10.5430/ijhe.v11n7p13.
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Educational institutions are characterised by cultural and institutional racism that is embedded in their structural systems, curriculum and practices that negatively impact the social and academic experiences of racial minority students. Prejudice and discrimination are rooted in hierarchies whereby some cases evidence one directional oppression of a racial group by the dominant or majority group. The study aimed at exploring challenges faced by racial minority students at Justus-Liebig University and North-West University. The study utilized a qualitative research approach in order understand the opinions, experiences and views of racial minority students about their campus realities. Fourteen in-depth interviews were undertaken with racial minority students and findings were analysed through content thematic analysis. The findings revealed that challenges faced by minority racial students from Justus-Lieberg University and North West University were similar. The challenges include but are not limited to; difficulties with interaction with the racial majority group, academic stressors like failure to adapt to high workload, adaptation to the academic climate, language and cultural barriers. This study calls for the development of new policies that pursue a restructuring of the campus environment to make it beneficial to all students. There is a need for universities to establish and maintain inclusive educational programs and policies that can assist minority students to be integrated into the academic systems.
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KoUn. "Shift to Inclusive Education According to the UN Convention on the Rights of Persons with Disabilities: with priority given to the Germany teacher education system." Journal of Special Children Education 14, no. 2 (June 2012): 1–26. http://dx.doi.org/10.21075/kacsn.2012.14.2.1.
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Krenn, Martin. "Inclusive history politics in the arts: Intervention at the Peace Cross St. Lorenz." Art & the Public Sphere 9, no. 1-2 (December 1, 2020): 119–29. http://dx.doi.org/10.1386/aps_00037_1.
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The text discusses inclusion and social engagement in art, which are central to my practice. My projects operate at the interface between dialogical education and participatory as well as collective art making. By referring to Kester’s critique of New Labour policies of the late 1990s as leading to a de-radicalized Marxism I argue for an agonistic method that I connect with the idea of ‘radical inclusion’ as a strategic approach to democratization. The problem of Austrian history politics and how the country created the myth of Austria as the first victim of Nazi Germany is the main focus of my intervention at the Peace Cross St. Lorenz in Lower Austria, which serves as an example of my artistic practice of ‘radical inclusion’. The peace cross exists since the 1960s and is celebrating the Jockisch task force. Contemporary historical research has revealed that this combat group was actively involved in war crimes during the Second World War. To counter the myth of an innocent Wehrmacht I mounted in front of the cross a photomontage made in 1933 by the antifascist artist John Heartfield. Additionally, the memorial is augmented by five signboards which present collages produced by local school pupils during a workshop that took place over a period of six months.
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Prokopenko, Iryna. "Formation of the Future Teacher’s Professional Competence: European Experience." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 197–213. http://dx.doi.org/10.31470/2415-3729-2018-8-197-213.
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The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.
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Ćurko, Bruno, and Antonio Kovačević. "European projects related to ethical education in primary and secondary schools." Metodički ogledi 25, no. 2 (2019): 85–107. http://dx.doi.org/10.21464/mo.25.2.5.
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Through the Erasmus+ Program, in Key Activity 2 – “Strategic Partnerships in Education and Training” (KA2) – association for promotion of non-formal education, critical thinking and philosophy in practice “Petit Philosophy” has implemented or is implementing seven projects closely related to ethical education. The characteristics of these projects are that they are directed to ethical education in kindergartens and primary and secondary schools. Partners of “Petit Philosophy” in these projects were/are universities, primary and secondary schools, kindergartens, associations and institutions from thirteen countries (Austria, Germany, Slovenia, Italy, Spain, Hungary, Bosnia and Herzegovina, Greece, Ireland, the Netherlands, Slovakia, Latvia and Croatia). Project “ETHOS: Ethical Education in Primary and Pre-primary Schools for a Sustainable and Dialogic Future” is one of the first of these projects. ETHOS was successfully implemented under the Comenius Program from 2012–2014, and afterwards, projects under the Erasmus+ KA2 followed: ETHIKA – Ethics and Values Education in Schools and Kindergartens (2014–2017), LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society (2016–2019), AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators (2017–2019), COMET – A Community of Ethics Teachers in Europe (2017–2020), Integrating Ethics of Sport in Secondary School Curriculum (2017–2019), BEAGLE – Bioethical Education and Attitude Guidance for Living Environment (2018–2020) and TRACE – Traditional Children’s Stories for a Common Future (2018–2020). In this article, we will briefly present the projects’ activities, with particular emphasis on materials created for educators, teachers, and students.
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Kidane, Yonas Semere, Sandra Ziegler, Verena Keck, Janine Benson-Martin, Albrecht Jahn, Temesghen Gebresilassie, and Claudia Beiersmann. "Eritrean Refugees’ and Asylum-Seekers’ Attitude towards and Access to Oral Healthcare in Heidelberg, Germany: A Qualitative Study." International Journal of Environmental Research and Public Health 18, no. 21 (November 3, 2021): 11559. http://dx.doi.org/10.3390/ijerph182111559.
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Oral health concerns in Eritrean refugees have been an overlooked subject. This qualitative study explored the access of Eritrean refugees and asylum-seekers (ERNRAS) to oral health care services in Heidelberg, Germany, as well as their perceptions and attitudes towards oral health care. It involved 25 participants. We employed online semi-structured interviews (n = 15) and focus group discussions (n = 2). The data was recorded, transcribed, and analysed, using thematic analysis. The study found out that most of the participants have a relatively realistic perception and understanding of oral health. However, they have poor dental care practices, whilst a few have certain misconceptions of the conventional oral hygiene tools. Along with the majority’s concerns regarding psychosocial attributes of poor oral health, some participants are routinely consuming Berbere (a traditional spice-blended pepper) to prevent bad breath. Structural or supply-side barriers to oral healthcare services included: communication hurdles; difficulty in identifying and navigating the German health system; gaps in transculturally, professionally, and communicationally competent oral health professionals; cost of dental treatment; entitlement issues (asylum-seekers); and appointment mechanisms. Individual or demand-side barriers comprised: lack of self-sufficiency; issue related to dental care beliefs, trust, and expectation from dentists; negligence and lack of adherence to dental treatment follow-up; and fear or apprehension of dental treatment. To address the oral health burdens of ERNRAS, it is advised to consider oral health education, language-specific, inclusive, and culturally and professionally appropriate healthcare services.
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Tomlinson, Sally. "Social Justice and Lower Attainers in a Global Knowledge Economy." Social Inclusion 1, no. 2 (November 11, 2013): 102–12. http://dx.doi.org/10.17645/si.v1i2.114.
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National governments believe that higher levels of educational attainments and training are necessary for successful competition in knowledge-driven economies and all young people are urged to invest in their own human capital and learn new skills. Moves towards inclusive education have brought into mainstream schools and colleges many who would formerly have been segregated in special schooling or otherwise given minimum education, joining those simply regarded as lower attainers. More research is needed on what is happening to all these young people who do not do well in competitive education systems and uncertain job markets. This article is taken from a study which set out to discuss with school and college principals, local administrators, teachers and others, who they regard as lower attainers, what sort of education and training programmes are offered to the students, and what policies they think are in place to help young people into work or independent living. Discussions were held with respondents in England, Germany, the USA, Finland and Malta. The article takes Rawls' view that social injustice is mainly due to the inequitable distribution of economic and social resources and the State has a responsibility to ensure that all young people can participate in the economy and the society.
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Godlewska, J. C., M. S. Ogan, M. Duda, and T. Backers. "An example of digital field training for a diversity-friendly (and pandemic-proof) field education in geoengineering disciplines." IOP Conference Series: Earth and Environmental Science 1124, no. 1 (January 1, 2023): 012043. http://dx.doi.org/10.1088/1755-1315/1124/1/012043.
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Abstract Geological field training and site inspections are important components of the education in geological and civil engineering and associated disciplines. However, field training is not inclusive, does not consider students’ family situations, for example associated with care work, places high demands on students’ financial resilience, and therefore does not address family educational backgrounds. Also, it is not pandemic proof. Through the implementation of digital field training, students can get access to important aspects of field work in a barrier-reduced and location-independent way. Knowledge associated with geological field training therefore becomes more accessible and inclusive. Moreover, outcrops or specific rock structures that are difficult or unsafe to access in the field can be explored digitally. In this project, parts of a geological mapping course physically held in southern Germany and taught at the Faculty of Geosciences at Ruhr-Universität Bochum were turned into a digital field course. A virtual 360° tour with 3D models of outcrops and rock samples was complemented by photo, video and audio material with information on the geological setting. The digital field training was integrated via Moodle as a full lecture with H5P elements. Additionally, individual components were combined in a game engine, so that students can immerse themselves into the project settings via virtual reality experiences or on-screen. The learning outcome includes the creation of a geological map in the study area in QGIS that is complemented by a field report. The choice of equipment, procedure and results are presented. While acknowledging that a digital experience cannot fully replace the learning experience of physical field trips, it can be a valuable complement to physical field work, provide access to inaccessible geological regions, support interdisciplinary teaching projects, and provide an alternative to marginalised students who would otherwise not be able to complete a geoengineering curriculum.
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Shen, Ye, Alastair M. Morrison, Bihu Wu, Jinah Park, Cong Li, and Mengjiao Li. "Where in the World? A Geographic Analysis of a Decade of Research in Tourism, Hospitality, and Leisure Journals." Journal of Hospitality & Tourism Research 42, no. 2 (December 28, 2014): 171–200. http://dx.doi.org/10.1177/1096348014563394.
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This study examined research focus countries and regions in 4,654 articles published in 32 tourism, hospitality, and leisure academic journals from 2002 to 2011 inclusive. Applying a variety of analysis methods, the research showed the spatial distribution, co-occurrence relationships among countries, and the most popular topics of research focus and types of tourism by countries. There was a broad geographic focus of the research in tourism, hospitality, and leisure journals in the decade from 2002 to 2011 spanning 126 countries. It was found that a significant number (70) of countries were not covered in this 10-year snapshot of the academic journal research and require more attention from scholars in the future. Some major countries were underrepresented including France, Germany, and Russia. However, the predominance of the research focus on the Asia-Pacific region and particularly on China was a major finding in this analysis, as was the sparse coverage of South and Central America.
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Diogo, Sara Margarida, Carina Jordão, Teresa Carvalho, Hana Himi, Maya Ashkenazi, Veronika Mešková, Anita Thaler, and Jennifer Dahmen-Adkins. "Change in research and in higher education institutions." Investigaciones Feministas 12, no. 2 (June 18, 2021): 283–95. http://dx.doi.org/10.5209/infe.72054.
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Introduction. Funded under the Horizon 2020 programme, the CHANGE project –Challenging Gender (In)Equality in Science and Research– aims to create and implement tailor-made gender equality plans (GEPs) in research performing organisations (RPOs). To make GEPs more sustainable, efforts are being made to stimulate institutional cultural change towards gender equal work environments and foster the gender dimension and inclusive research and innovation programmes in research funding organisations (RFOs) as well. The promotion of a gender equality culture is thus a key requirement for RPOs to maximise their potential. The CHANGE consortium is composed of seven institutions from six countries –Austria, Germany, Portugal, Slovenia, Slovakia, and Israel– of which five are GEP implementing partners and two are experienced partners (one coordinator and one internal evaluator). Objectives and Methodology. This paper approaches the methodology of the project and the structural and cultural challenges faced by the implementing partners so far, looking more specifically to the similarities and differences in the different national and institutional contexts. Results and Discussion. In all the five implementing partners organisations, successful steps have been taken in the implementation of GEPs. Regardless of these first successes, even with increasing women’s representation in management and decision-making positions in some specific cases, implementing partners and coordinators fear that this change may be merely circumstantial or only due and during the project duration. Contribution. The challenges and barriers faced so far to stimulate institutional and cultural change towards gender equal work environments in RPOs are diverse. While there are important social, cultural, and institutional differences among the partner institutions, there is a great similarity in the difficulties faced in implementing GEPs. Resistances and challenges that emerge during processes of change when gender equality policies are implemented in RPOs are more transversal to different national and organisational contexts than one could expect.
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Sawert, Tim, and Anna Bachsleitner. "Within-Track Differentiation and Leisure Activities as Strategies of Distinction." KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie 73, no. 4 (December 2021): 555–78. http://dx.doi.org/10.1007/s11577-021-00807-2.
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AbstractThe socially inclusive educational expansion during the last few decades in Germany diluted the previous “elite” status of the Gymnasium and its certificate, the Abitur. In the absence of explicit “elite” institutions, unlike the UK, the USA or France, the question remains how social privilege is intergenerationally transferred in times of educational expansion? Several studies on this topic focused on distinction either through horizontal educational differentiation or via distinctive leisure activities. Building on Bourdieu’s theory of distinction and Lareau’s study on child-rearing practices, we argue that it is the set of different strategies of distinction that serves as a mechanism to reproduce privilege. Hence, we ask the question how parents’ and grandparents’ educational background influences the probability of applying a whole set of distinctive strategies. To test our assumptions, we use data from the youth questionnaire of the German Socio-Economic panel and analyse the effect of educational background on the application of distinctive educational strategies and distinctive leisure practices and the combination of both domains. The results indicate three main findings: first, having parents with an academic education increases the probability of applying any of the distinctive strategies under consideration. Second, having academically educated grandparents increases the probability of combining distinctive strategies within one domain. Third, the data do not support the assumption that the combination of curricular and leisure practices is particularly socially stratified.
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Lambert, Rachel, and Paulo Tan. "Book review: David Kollosche, Renato de Souza, Michel Knigge, Miriam Godoy Penteado, and Ole Skovsmose (Eds.) (2019) Inclusive mathematics education: state-of-the-art research from Brazil and Germany." Educational Studies in Mathematics 103, no. 2 (January 8, 2020): 231–39. http://dx.doi.org/10.1007/s10649-019-09930-6.
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Bartz, Janieta, and Wibke Kleina. "Diversity is not the Enemy: Promoting Encounters between University Students and Newcomers." Social Inclusion 9, no. 3 (July 21, 2021): 154–62. http://dx.doi.org/10.17645/si.v9i3.4121.
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In today’s globalized world with dynamic processes of political, social, and societal change (Mergner et al., 2019) the university should be a place of encounter between people with different (cultural) backgrounds. The learning arrangement presented here therefore initiates intercultural exchange and aims to help students see diversity as an asset rather than a challenge (Roos, 2019). To this end, an intercultural project was initiated at TU Dortmund in Germany in 2017. In the context of different learning environments future teachers were invited to have encounters with young newcomers through a nearly completely self‐managed learning arrangement. The students were prepared for the encounters in focused courses dealing with theoretical backgrounds and didactic concepts. They would then prepare the lessons with the newcomers. In the context of this learning arrangement the following questions were important: What did the university students expect with regard to the encounter with newcomer students from schools? How did they prepare the lessons? What did students and newcomers think about the encounters later? What have they learned? And what do these reflections mean for inclusive and intercultural teacher education at universities? In the project we could observe that the didactic approach supports the students’ level of sensitivity towards differences and encourages future teachers to train the education of newcomers in a non‐judgmental framework (Bartz & Bartz, 2018). Based on a selection of qualitative empirical findings (ethnographic approach during six lessons in a period of two years and 147 interviews including the students’ and newcomers’ points of view about their learning encounters at TU Dortmund), this article discusses opportunities to create more innovative spaces for inclusive practices and cultures under the restricted terms of a mass university.