190084 VO Basics of Inclusive Education (2024W)
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Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
Details
Language: German
Examination dates
Lecturers
Classes (iCal) - next class is marked with N
- Tuesday 12.11. 09:45 - 13:00 Hörsaal 5 Hauptgebäude, Tiefparterre Stiege 9 Hof 5
- Tuesday 19.11. 09:45 - 13:00 Hörsaal 5 Hauptgebäude, Tiefparterre Stiege 9 Hof 5
- Tuesday 26.11. 09:45 - 13:00 Hörsaal 5 Hauptgebäude, Tiefparterre Stiege 9 Hof 5
- Tuesday 03.12. 09:45 - 13:00 Hörsaal 5 Hauptgebäude, Tiefparterre Stiege 9 Hof 5
- Tuesday 10.12. 09:45 - 13:00 Hörsaal 5 Hauptgebäude, Tiefparterre Stiege 9 Hof 5
- N Tuesday 17.12. 09:45 - 13:00 Hörsaal 5 Hauptgebäude, Tiefparterre Stiege 9 Hof 5
- Tuesday 07.01. 09:45 - 13:00 Hörsaal 5 Hauptgebäude, Tiefparterre Stiege 9 Hof 5
Information
Aims, contents and method of the course
The lecture 'Fundamentals of Inclusive Pedagogy' aims to familiarize students with an inclusive pedagogical mindset through basic concepts and selected theories. The focus is on inclusive educational fields across the entire lifespan. The emphasis is on understanding inclusion and inclusive pedagogy as relational phenomena and transformative practices. The lecture largely follows the didactic principle of the 'Inverted Classroom'. This means that students read selected texts in advance to discuss and deepen their understanding of the content together during the lecture. A key component of the course is guest lectures given by individuals who are affected by and practitioners of inclusive education. These lectures provide valuable insights into the practical challenges and successes in creating inclusive learning environments. Thus, the theoretical content is complemented and deepened by practical experiences. The assessment consists of engaging with the texts read in advance. A detailed semester plan with a schedule and reading list will be presented in the first session.
Assessment and permitted materials
Written exam at the end of the course. During the semester, there will be opportunities to earn additional points for the exam through voluntary partial assignments.
Minimum requirements and assessment criteria
In order to pass the exam, at least 61 out of 100 possible points must be achieved. The exam will consist of two parts: a multiple-choice section and a qualitative section. In the qualitative section, students will need to relate practical vignettes to theoretical content as well as derive practical and action strategies.
The grading scale is as follows:
100% - 91% Very Good
90% - 81% Good
80% - 71% Satisfactory
70% - 61% Sufficient
0% - 60% Insufficient
The grading scale is as follows:
100% - 91% Very Good
90% - 81% Good
80% - 71% Satisfactory
70% - 61% Sufficient
0% - 60% Insufficient
Examination topics
The exam material primarily consists of the texts listed below as well as the PowerPoint slides from the course. Both will be made available on Moodle. The exact exam material may vary and will be supplemented as needed both on Moodle and here.
Reading list
Buchner, T., Pfahl, L., & Traue, B. (2015). Zur Kritik der Fähigkeiten: Ableism als neue Forschungsperspektive der Disability Studies und ihrer Partner_innen.Zeitschrift für Inklusion,2.
Dobusch, Laura: Von der (Un-)Möglichkeit inklusiver Organisationen und der Bedeutung eines negativen Inklusionsverständnisses - In: Koenig, Oliver [Hrsg.]: Inklusion und Transformation in Organisationen. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 119-132
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy.British Educational Research Journal,37(5), 813-828.
Goodley, D., & Runswick-Cole, K. (2012). Reading Rosie: The postmodern disabled child.Educational and child psychology,29(2), 51-64.
Koenig, Oliver (2017): Inklusion in die Welt bringen. In. Kruschel, Robert (ed.): Menschenrechtsbasierte Bildung Inklusive und Demokratische Lern- und Erfahrungswelten im Fokus. Bad Heilbrunn: Klinkhardt, 107-122.
Koenig, Oliver; Strasser, Rosa: Inklusive Zukünfte antizipieren - In: Koenig, Oliver [Hrsg.]: Inklusion und Transformation in Organisationen. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 77-95
Naraian, S. (2021). Making inclusion matter: Critical disability studies and teacher education.Journal of Curriculum Studies,53(3), 298-313.
Naraian, S. (2020). What Can 'inclusion' Mean in the post-human Era?.Journal of disability studies in education,1(1-2), 14-34.
Sheehy, K. (2017). Ethics, Epistemologies, and Inclusive Pedagogy. InEthics, Equity, and Inclusive Education(pp. 59-78). Emerald Publishing Limited.
Dobusch, Laura: Von der (Un-)Möglichkeit inklusiver Organisationen und der Bedeutung eines negativen Inklusionsverständnisses - In: Koenig, Oliver [Hrsg.]: Inklusion und Transformation in Organisationen. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 119-132
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy.British Educational Research Journal,37(5), 813-828.
Goodley, D., & Runswick-Cole, K. (2012). Reading Rosie: The postmodern disabled child.Educational and child psychology,29(2), 51-64.
Koenig, Oliver (2017): Inklusion in die Welt bringen. In. Kruschel, Robert (ed.): Menschenrechtsbasierte Bildung Inklusive und Demokratische Lern- und Erfahrungswelten im Fokus. Bad Heilbrunn: Klinkhardt, 107-122.
Koenig, Oliver; Strasser, Rosa: Inklusive Zukünfte antizipieren - In: Koenig, Oliver [Hrsg.]: Inklusion und Transformation in Organisationen. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 77-95
Naraian, S. (2021). Making inclusion matter: Critical disability studies and teacher education.Journal of Curriculum Studies,53(3), 298-313.
Naraian, S. (2020). What Can 'inclusion' Mean in the post-human Era?.Journal of disability studies in education,1(1-2), 14-34.
Sheehy, K. (2017). Ethics, Epistemologies, and Inclusive Pedagogy. InEthics, Equity, and Inclusive Education(pp. 59-78). Emerald Publishing Limited.
Association in the course directory
EC195-M1
Last modified: Tu 05.11.2024 13:46