Die Schwerpunktschulen des Landes Rheinland-Pfalz auf dem Weg zum inklusiven Unterricht
Focus Schools in Rhineland-Palatinate on Their Way to an Inclusive Education
Christian Lindmeier, Désirée Laubenstein, Kirsten Seutter-Guthöhrlein y Stefan Belting
Cite this publication as
Christian Lindmeier, Désirée Laubenstein, Kirsten Seutter-Guthöhrlein, Stefan Belting, Die Schwerpunktschulen des Landes Rheinland-Pfalz auf dem Weg zum inklusiven Unterricht (2015), Beltz Juventa, 69469 Weinheim, ISSN: 0340-4099, 2015 #01, S.36
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Descripción / Abstract
In Rheinland-Pfalz werden seit den 1980er Jahren unterschiedliche Maßnahmen zur gemeinsamen Unterrichtung von Schülerinnen und Schülern mit und ohne sonderpädagogischem Förderbedarf erprobt. Seit dem Schuljahr 2001/2002 wird dieser gemeinsame Unterricht an sogenannten Schwerpunktschulen (SPS), d. h. an allgemeinen Schulen des Primar- und Sekundarbereichs I realisiert. Das Forschungsprojekt Gelingensbedingungen des gemeinsamen Unterrichts an Schwerpunktschulen in Rheinland-Pfalz (GeSchwind) untersucht die sich vollziehenden Entwicklungsprozesse der gemeinsamen Beschulung von Kindern und Jugendlichen mit und ohne sonderpädagogischem Förderbedarf an SPS. Dabei wurden Gelingensbedingungen und Herausforderungen aus der Akteursperspektive spezifischer Beteiligter (Schulverwaltung, Beratungssystem, Schulleitungen und Lehrkräfte) qualitativ und quantitativ erhoben. Die Multiebenenanalyse zeigt deutliche Unterschiede in der Wahrnehmung der Akteure bezogen auf die Chancen und Probleme der inklusiven Beschulung.
Schlüsselwörter: Schwerpunktschule, akteursbezogene Forschungsperspektive, Gelingensbedingungen, Gemeinsamer Unterricht
In Rhineland-Palatinate different measures for the joint education of students with and without special educational needs are being tested since the 1980s. Since the school year 2001/2002 this teaching is realized in so-called focus schools, meaning mainstream schools of primary and secondary education. The research project Succeeding Conditions of Joint Education in Focus Schools in Rhineland-Palatinate (GeSchwind) examines the changes taking place in the development processes of joint education of children and adolescents with and without special educational needs in focus schools. This succeeding conditions and challenges were evaluated from the actor´s perspective of specific stakeholders (school management, advisory system, school principals, and teachers) and collected by qualitative and quantitative research. The multi-level analysis shows significant differences in the perception of the actors in relation to the opportunities and problems of inclusion that have an impact on the common information.
Keywords: Focus school, actor-related research perspective, succeeding conditions, joint education
Schlüsselwörter: Schwerpunktschule, akteursbezogene Forschungsperspektive, Gelingensbedingungen, Gemeinsamer Unterricht
In Rhineland-Palatinate different measures for the joint education of students with and without special educational needs are being tested since the 1980s. Since the school year 2001/2002 this teaching is realized in so-called focus schools, meaning mainstream schools of primary and secondary education. The research project Succeeding Conditions of Joint Education in Focus Schools in Rhineland-Palatinate (GeSchwind) examines the changes taking place in the development processes of joint education of children and adolescents with and without special educational needs in focus schools. This succeeding conditions and challenges were evaluated from the actor´s perspective of specific stakeholders (school management, advisory system, school principals, and teachers) and collected by qualitative and quantitative research. The multi-level analysis shows significant differences in the perception of the actors in relation to the opportunities and problems of inclusion that have an impact on the common information.
Keywords: Focus school, actor-related research perspective, succeeding conditions, joint education