190075 SE M6.1 Pädagogik bei kultureller Verschiedenheit und sozialer Benachteiligung (2021S)
A critical Look at Disability and Inclusion from an International Perspective
Prüfungsimmanente Lehrveranstaltung
Labels
DIGITAL
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 01.02.2021 06:30 bis Mo 22.02.2021 09:00
- Anmeldung von Mi 24.02.2021 09:00 bis Fr 26.02.2021 09:00
- Abmeldung bis Mo 15.03.2021 09:00
Details
max. 25 Teilnehmer*innen
Sprache: Deutsch, Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Das Seminar findet online statt.
- Mittwoch 03.03. 16:45 - 20:00 Digital
- Mittwoch 17.03. 16:45 - 20:00 Digital
- Mittwoch 14.04. 16:45 - 20:00 Digital
- Mittwoch 28.04. 16:45 - 20:00 Digital
- Mittwoch 12.05. 16:45 - 20:00 Digital
- Mittwoch 26.05. 16:45 - 20:00 Digital
- Mittwoch 09.06. 16:45 - 20:00 Digital
- Mittwoch 23.06. 16:45 - 20:00 Digital
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
This course is planned to discuss the topics such as disability, disability models, theories of special education and inclusion from both a national and a global perspective. The challenges, efforts, barriers, and facilitators to the life of people with disabilities and the education of them will be tackled by focusing on a variety of perspectives from different parts of the world. Students will be in touch with international literature, national and international policy documents on the topic. At the end of the course, students are expected to develop an understanding of being disabled, marginalization, and inclusion. The topics of the seminar can be specified and altered according to the interests of the students as discussed in the first session.
Art der Leistungskontrolle und erlaubte Hilfsmittel
Students are expected to work in pairs or groups for some specific tasks and also they have to perform individually.
Activities: Classroom interaction is very asked in this course. Students will be expected to finish some tasks within the given time during the course as well.
Reflections: Students are supposed to write reflections on the assigned texts or videos
Presentations and Leading Classroom Discussion
Term Paper: Students can choose between seminar paper or any other equivalent task at the end of the semester based on their needs and interests
Activities: Classroom interaction is very asked in this course. Students will be expected to finish some tasks within the given time during the course as well.
Reflections: Students are supposed to write reflections on the assigned texts or videos
Presentations and Leading Classroom Discussion
Term Paper: Students can choose between seminar paper or any other equivalent task at the end of the semester based on their needs and interests
Mindestanforderungen und Beurteilungsmaßstab
Regular attendance and active participation are important to achieve in this course.
Students are expected to perform in written and oral form.
Attending the first and last session is mandatory.
Students are expected to perform in written and oral form.
Attending the first and last session is mandatory.
Prüfungsstoff
Reflections
Term Paper
Presentation
English language is required to follow this course
Term Paper
Presentation
English language is required to follow this course
Literatur
Students will be provided with a variety of literature and possible texts to read. They have the freedom to choose the topic that interests them the most. The reading pack will be provided by the instructor and uploaded on Moodle platform.
The literature for this course will include academic articles, policy documents, videos, newspaper articles, and blogs as well as international conventions and recommendations.Armstrong, D., Armstrong, A.C., & Spandagou, I. (2011). Inclusion: by choice or by chance? International Journal of Inclusive Education, 15(1), 29-39. DOI: 10.1080/13603116.2010.496192
Braunsteiner, M., & Mariano-Lapidus, S. A. (2014). Perspective of Inclusion: Challenges for the Future. Global Education Review, 1(1), 32-43.
Brydges, C., & Mkandawire, P. (2018). Perceptions and experiences of inclusive education among parents of children with disabilities in Lagos, Nigeria. International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1480669
Buckingham, J. (2011). Writing histories of disability in India: strategies of inclusion. Disability & Society, 26(4), 419-431. DOI: 10.1080/09687599.2011.567792
Kalyanpur, M. (2014) Distortions and Dichotomies in Inclusive Education for Children with Disabilities in Cambodia in the Context of Globalisation and International Development, International Journal of Disability, Development and Education, 61(1), 80-94. DOI: 10.1080/1034912X.2014.878546
Luciak, M. & Biewer, G. (2011). Equity and inclusive education in Austria. In A.J. Artiles, E.B. Kozleski & F.R. Waitoller (Eds.) Inclusive Education. Examining equity on five continents (pp. 17-44).
Cambridge: Harvard Education Press.
Pearce, E. (2015). ‘Ask us what we need’: Operationalizing Guidance on Disability Inclusion in Refugee and Displaced Persons Programs. Disability and the Global South, 2(1), 460-478.
Rohwerder, B. (2018). Disability Stigma in Developing Countries. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies.
Szeto, E., Cheng, A. & Sin. K. (2018). Still not inclusive? A critical analysis of changing the SENCO policy in a Chinese school community, International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1492642
Vorapanya, S. & Dunlap, D. (2014). Inclusive education in Thailand: practices and challenges, International Journal of Inclusive Education, 18(10), 1014-1028, DOI:10.1080/13603116.2012.693400
The literature for this course will include academic articles, policy documents, videos, newspaper articles, and blogs as well as international conventions and recommendations.Armstrong, D., Armstrong, A.C., & Spandagou, I. (2011). Inclusion: by choice or by chance? International Journal of Inclusive Education, 15(1), 29-39. DOI: 10.1080/13603116.2010.496192
Braunsteiner, M., & Mariano-Lapidus, S. A. (2014). Perspective of Inclusion: Challenges for the Future. Global Education Review, 1(1), 32-43.
Brydges, C., & Mkandawire, P. (2018). Perceptions and experiences of inclusive education among parents of children with disabilities in Lagos, Nigeria. International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1480669
Buckingham, J. (2011). Writing histories of disability in India: strategies of inclusion. Disability & Society, 26(4), 419-431. DOI: 10.1080/09687599.2011.567792
Kalyanpur, M. (2014) Distortions and Dichotomies in Inclusive Education for Children with Disabilities in Cambodia in the Context of Globalisation and International Development, International Journal of Disability, Development and Education, 61(1), 80-94. DOI: 10.1080/1034912X.2014.878546
Luciak, M. & Biewer, G. (2011). Equity and inclusive education in Austria. In A.J. Artiles, E.B. Kozleski & F.R. Waitoller (Eds.) Inclusive Education. Examining equity on five continents (pp. 17-44).
Cambridge: Harvard Education Press.
Pearce, E. (2015). ‘Ask us what we need’: Operationalizing Guidance on Disability Inclusion in Refugee and Displaced Persons Programs. Disability and the Global South, 2(1), 460-478.
Rohwerder, B. (2018). Disability Stigma in Developing Countries. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies.
Szeto, E., Cheng, A. & Sin. K. (2018). Still not inclusive? A critical analysis of changing the SENCO policy in a Chinese school community, International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1492642
Vorapanya, S. & Dunlap, D. (2014). Inclusive education in Thailand: practices and challenges, International Journal of Inclusive Education, 18(10), 1014-1028, DOI:10.1080/13603116.2012.693400
Zuordnung im Vorlesungsverzeichnis
M6.1
Letzte Änderung: Fr 12.05.2023 00:18