Inklusiver Sportunterricht - eine internationale Standortbestimmung
Martin Giese, Sebastian Ruin and Martin E. Block
Cite this publication as
Martin Giese, Sebastian Ruin, Martin E. Block, Inklusiver Sportunterricht - eine internationale Standortbestimmung (2017), Beltz Juventa, 69469 Weinheim, ISSN: 1866-9344, 2017 #03, p.233
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Description / Abstract
Zusammenfassung: Der Überblicksbeitrag verfolgt das Ziel, den internationalen Forschungsstand zum inklusiven Sportunterricht im Kontext von Adapted Physical Activity (APA) und Adapted Physical Education (APE) darzustellen und potentielle Leer- und Anschlussstellen für die deutschsprachige Sportpädagogik kritisch zu diskutieren. Sensibilisiert der (inter-)nationale Blick für divergierende Forschungstraditionen und -perspektiven, zeigt sich dabei auch, dass der reichhaltige und vielfach empirisch untermauerte internationale Wissens- und Erfahrungsfundus im nationalen Kontext wenig Beachtung findet, was ebenso für schulorganisatorische wie auch für bildungspolitische Aspekte im Kontext des gemeinsamen Lernens von Menschen mit und ohne Behinderungen im Sportunterricht gilt. Schlüsselwörter: Inklusion, Sportunterricht, Sportpädagogik, Adaptierter Sportunterricht
Abstract: This overview strives to outline the international state of research on inclusive physical education in the context of Adapted Physical Activity (APA) and Adapted Physical Education (APE) and to critically discuss potential gaps and points of connection for German-speaking sport pedagogy. Whereas the (inter-)national view sensitizes for diverging research traditions and perspectives, it also appears that the rich, and in many cases empirically underpinned international store of knowledge and experience attracts little attention in the national context. This also holds true for organizational and educational aspects in the context of joint learning of people with and without disabilities in physical education. Keywords: inclusion, physical education, Adapted Physical Education
Abstract: This overview strives to outline the international state of research on inclusive physical education in the context of Adapted Physical Activity (APA) and Adapted Physical Education (APE) and to critically discuss potential gaps and points of connection for German-speaking sport pedagogy. Whereas the (inter-)national view sensitizes for diverging research traditions and perspectives, it also appears that the rich, and in many cases empirically underpinned international store of knowledge and experience attracts little attention in the national context. This also holds true for organizational and educational aspects in the context of joint learning of people with and without disabilities in physical education. Keywords: inclusion, physical education, Adapted Physical Education