Universität Wien
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190077 SE Education and Training with Impaired Senses, Behav., Cogn., Language and Social-Emotional Developm. (2022W)

Towards inclusive education in Europe Meaningful participation in developing inclusive environments in education

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
MIXED
Moodle

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

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Friday 14.10. 14:00 - 16:00 Digital
  • Tuesday 25.10. 09:45 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
  • Wednesday 26.10. 09:45 - 16:30 Seminarraum 1 Sensengasse 3a 1.OG
  • Friday 18.11. 14:00 - 15:30 Digital
  • Friday 09.12. 14:00 - 15:30 Digital
  • Friday 20.01. 17:00 - 20:00 Seminarraum 1 Sensengasse 3a 1.OG
  • Saturday 21.01. 09:00 - 16:00 Seminarraum 1 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

During this seminar we will explore the situation of inclusive education in Europe. By following and analysing different European projects that aim at implementing inclusive education, students will get insights in the different country situations. Choosing different European regions and/or topics for having a closer look at policy development and implementation provides certain perspectives on inclusive education, challenges and barriers. A focus on stakeholder involvement in discussing, planning and the implementation of inclusive education is emphasising the importance of including different perspectives in the process.
The seminar will use different methods to look at the topic of inclusive education for vulnerable learners. Analysing key publications, discussing in groups, elaborating overviews and working on a podcast are some of the main tools that are going to be used during the semester.

Assessment and permitted materials

Outputs like a podcast, group work, thematical overviews of concepts, and short papers will provide the basis for grading. It is also important to participate actively during the online and face-to-face meetings. Students are required to be present 80% of the whole course. It is also expected that students read and study the seminar literature at home. This will enable us to discuss issues in depth during our meetings.

Minimum requirements and assessment criteria

This seminar will take place in English language. You need to be able to read and understand English research papers and international documents.
We will work with different methodological approaches. During the semester students will be asked to contribute to different working groups in the seminar. The collected outputs will be evaluated according to the quality of their content, relevant literature used and own contributions and conclusions.

Examination topics

Reading list

Bürli, A., Strasser, U., & Stein, A.-D. (2009). Integration und Inklusion aus internationaler Sicht. Bad Heilbrunn/Obb.: Klinkhardt.

Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23, 704. doi: 10.1080/13603116.2019.1622801

Jackson, L. B. (2008-2009). The dynamic relationship between context, curriculum, and student learning: a case for inclusive education as a research-based practice. Research and Practice for Persons with Severe Disabilities, 33-4(4-1), 175-195.

Peters, S. J. (2007). "Education for All?" A Historical Analysis of International Inclusive Education Policy and Individuals with Disabilities. Journal of Disability Policy Studies, 18(2), 98-108. doi: 10.1177/10442073070180020601

Powers, S., Rayner, S., & Gunter, H. (2001). Leadership in inclusive education: a professional development agenda for special education. British Journal of Special Education, 28(3), 108-112.

Terzi, L. (2014). Reframing inclusive education: educational equality as capability equality. [Article]. Cambridge Journal of Education, 44(4), 479-493. doi: 10.1080/0305764x.2014.960911

Internetquellen
European Agency for Special Needs and Inclusive Education: https://www.european-agency.org/ (last visited on 13 June, 2022)
UNESCO (2022) Briefing Note: Futures of Education https://en.unesco.org/futuresofeducation/sites/default/files/2022-04/tes-futures-education-briefing-notes-en.pdf (last visited on 13 June, 2022)
UNESCO (2021) Re-imagining our Futures https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000379707&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_aaafd0f0-e901-486b-a8d8-1dfcbddb6a93%3F_%3D379707eng.pdf&updateUrl=updateUrl4436&ark=/ark:/48223/pf0000379707/PDF/379707eng.pdf.multi&fullScreen=true&locale=en#925_21_ED_EN_Int.indd%3A.66418%3A467 (last visited on 13 June, 2022)

Association in the course directory

M6.2

Last modified: Th 11.05.2023 11:27