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Based on the vagueness of the term of inclusion, the present paper aims to introduce a concept of inclusion, which regards inclusion as a process of deconstructing barriers of participation that prevent subjects from participating in discourse. It is argued that inclusion and disability must be considered as two interrelated practices, which can only be consistently understood and finally used in research and practice if viewed in their interrelationship. If inclusion is regarded as a process of deconstructing barriers that prevent subjects from participating in discourse, the concept has therefore to be contrasted with an understanding of disability that refers to disability as a practice respectively as the subject being excluded from discourse. This paper focuses on providing both a theoretical as well as an empirical analysis of both concepts, highlighting their mutual interdependency. [ABSTRACT FROM AUTHOR]

This paper presents the structure and first relevant findings of a qualitative study on the professional habitus of teachers in adult education. The starting point for this study is the process of change concerning the implementation of inclusive adult education promoted by the Convention on the Rights of Persons with Disabilities (CRPD). Therefore, the study focuses on the role the professional habitus has in this process of change. Inclusive adult education is understood as the teaching of disabled and non-disabled students without discrimination and on an equal basis, in this case referring to Literacy and Second Chance Education. The research methodology is the grounded theory approach. The aim is to develop a better understanding of the mechanisms associated with the professional habitus, in relation to the process of change in adult education. The study is located in the research project »Inklusive Bildung in der Alphabetisierungspraxis und im System des Zweiten Bildungswegs - Qualifikationen, Kompetenzen und Bedarfe des pädagogischen Personals« (INAZ) as a PhD project. [ABSTRACT FROM AUTHOR]

While the increase in average life expectancy of persons with lifelong disabilities is a universally recognized and well-established fact, little academic attention has been given to the associated challenges and opportunities. Even the respective gerontological debates tend to give little to no attention to the crucial issues revolving the ageing of persons with disabilities. Insights into the subjective logic of action -- and the influencing logic that creates disabled person's notion of age and ageing, as well as the awareness of life circumstances -- are the key to enabling self-determined ageing. The present paper uses this background to provide an insight into disabled person's process of ageing. The overall aim is to make an invisible target group and its interests visible that so far have been neglected in gerontological debates. [ABSTRACT FROM AUTHOR]