Collaboration is the key - the role of special educators in inclusive schools in Germany

Neumann P, Lütje-Klose B (Accepted)
In: Instructional Collaboration in International Inclusive Education Contexts. Semon S, Lane D, Jones P (Eds); Bingley: Emerald Publishing.

Sammelwerksbeitrag | Angenommen | Englisch
 
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Autor*in
Neumann, PhillipUniBi ; Lütje-Klose, Birgit
Herausgeber*in
Semon, Sarah; Lane, Danielle; Jones, Phyllis
Abstract / Bemerkung
Inclusive education is about creating beneficial environments for all students (Booth & Ainscow, 2011). Within Germany, the role of special education within inclusive schools has been widely discussed in Germany (Powell et al., 2016). Educators worldwide consider collaborative teaching between special educators and general educators to be a fundamental precondition for inclusive education (Hoppey & McLeskey, 2014). The history of the German school system, however, is characterized by a rigorous division of special and regular schools that is reflective of broad divisions in teacher education. Since the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) in Germany in 2009, more students with special educational needs, as well as special educators, have begun to attend and work in inclusive schools. While cooperation between general and special educators is a key to the development of inclusive schools, many teachers report that responsibilities are divided between special and general teachers, while various challenges exist regarding cooperation (Urban & Lütje-Klose, 2014). Nevertheless, dysfunctional cooperation can foster mechanisms of separation and exclusion even in “inclusive” settings (Idel et al., 2019). The present chapter offers a reflection on the different roles of special educators and the current state of research on interdisciplinary and multi professional cooperation in inclusive schools in Germany. It also provides a discussion of relevant implications for the development of inclusive schools and teacher training.
Stichworte
Kooperation; Inklusion; Sonderpädagogik; Schulentwicklung; Inclusion; Cooperation; Collaboration; Team-Teaching; International; Germany
Erscheinungsjahr
2021
Buchtitel
Instructional Collaboration in International Inclusive Education Contexts
Page URI
https://pub.uni-bielefeld.de/record/2955028

Zitieren

Neumann P, Lütje-Klose B. Collaboration is the key - the role of special educators in inclusive schools in Germany. In: Semon S, Lane D, Jones P, eds. Instructional Collaboration in International Inclusive Education Contexts. Bingley: Emerald Publishing; Accepted.
Neumann, P., & Lütje-Klose, B. (Accepted). Collaboration is the key - the role of special educators in inclusive schools in Germany. In S. Semon, D. Lane, & P. Jones (Eds.), Instructional Collaboration in International Inclusive Education Contexts Bingley: Emerald Publishing.
Neumann, P., and Lütje-Klose, B. (Accepted). “Collaboration is the key - the role of special educators in inclusive schools in Germany” in Instructional Collaboration in International Inclusive Education Contexts, Semon, S., Lane, D., and Jones, P. eds. (Bingley: Emerald Publishing).
Neumann, P., & Lütje-Klose, B., Accepted. Collaboration is the key - the role of special educators in inclusive schools in Germany. In S. Semon, D. Lane, & P. Jones, eds. Instructional Collaboration in International Inclusive Education Contexts. Bingley: Emerald Publishing.
P. Neumann and B. Lütje-Klose, “Collaboration is the key - the role of special educators in inclusive schools in Germany”, Instructional Collaboration in International Inclusive Education Contexts, S. Semon, D. Lane, and P. Jones, eds., Bingley: Emerald Publishing, Accepted.
Neumann, P., Lütje-Klose, B.: Collaboration is the key - the role of special educators in inclusive schools in Germany. In: Semon, S., Lane, D., and Jones, P. (eds.) Instructional Collaboration in International Inclusive Education Contexts. Emerald Publishing, Bingley (Accepted).
Neumann, Phillip, and Lütje-Klose, Birgit. “Collaboration is the key - the role of special educators in inclusive schools in Germany”. Instructional Collaboration in International Inclusive Education Contexts. Ed. Sarah Semon, Danielle Lane, and Phyllis Jones. Bingley: Emerald Publishing, Accepted.

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