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This article focuses on the specific needs of students taking language exams for university entrance. Based on the experiences of the participants with the language exam, the article explores suggestions for future accommodations for special needs students. It also addresses the challenge of balancing standardization and individualization, an important consideration for the future development of language testing procedures. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Visually impaired learners have rarely been the research subject in foreign language learning or GFL studies. In the present interview study, we examine the potential of three blind learners of GFL from the perspective of their experiences in regular classrooms, with a particular focus on reading. The study investigates their motivation for learning German, their learning and reading processes, as well as the role of teachers and fellow students in classes with visually impaired learners. [ABSTRACT FROM AUTHOR]

While the concept of inclusion often focuses on impairments and deficits, the concept of potential orientation emphasises the resources and strengths of learners. After clarifying selected key terms and approaches that are fundamental to potential orientation, the significance of this approach for contemporary skills-orientated foreign and second language teaching is outlined. Finally, we briefly discuss its important role in overcoming current challenges in education policy and society as a whole. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GENDER: Zeitschrift für Geschlecht, Kultur und Gesellschaft is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Das Ziel von Gender Planning ist, gendersensibles und inklusives Planen und Bauen von der Stadtentwicklung bis zur Architektur, dessen Anforderungen sowie die im Europarat 1998 verankerte Gleichberechtigung von Frauen und Männern anhand von Leitfäden in die gebaute Umwelt zu übersetzen. Während Österreich und vor allem Wien international als sehr fortschrittlich in Bezug auf Gender Planning in der Stadtplanung gelten, fehlt es in der Architektur aber noch an Datenmaterial, um fundierte Aussagen zu gendersensiblem Planen und Bauen im Neubau oder im Bestand zu formulieren. Am Beispiel von Schulbestandgebäuden sollen im vorliegenden Artikel die genderspezifischen Anforderungen herausgearbeitet werden, die Schüler*innen an ihr Schulgebäude stellen. Die Ergebnisse dieses qualitativ-empirischen Forschungsprojektes sollen Forschungslücken schließen, um aus dem Projekt heraus wichtige Aspekte für die nötige Standortbestimmung in der Architektur zu entwickeln.

Copyright of German Journal of Exercise & Sport Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dieser Aufsatz skizziert, diskutiert und reflektiert zwei Lehr- bzw. Fortbildungskonzepte. Diese Konzepte adressieren das Problem der übermäßigen Responsibilisierung von Lehrpersonen im Spannungsfeld Inklusion. Der Ansatz, den die beide Projekte verfolgen, erscheint auf den ersten Blick kontraintuitiv, denn die Projekte diversifizieren die verfügbaren Perspektiven auf Inklusion durch eine bewusste, international ausgerichtete, Perspektiverweiterung. Dadurch – so die im­plizite Hoffnung – werden Denk-, Reflexions- und Handlungskorridore für angehende wie auch bereits praktizierende Lehrer:innen geschaffen, um mit den Anforderungen und Herausfor­derungen, die Inklusion als Agenda mit sich bringt, umzugehen. Abstract The following paper presents and discusses two projects. Each of the projects addresses the problem of overly excessive demands posed on teachers and stemming from the normative agenda of inclusion. The approach of the two projects is counter-intuitive as they equip teachers with more perspectives and theories through workshops – internationalization playing a key role in the diversification of perspectives. The underlying hope of this approach is that through internationalization teachers gain more potential levels to speak about, think, and reflect their local circumstances and thereby have a more elaborate approach towards inclusion.

Ernst Tradinik stellt sein neu erschienenes Buch “Inklusive Medienarbeit” vor. Die Vernissage und Buchpräsentation geben Einblicke in die inklusive Medienarbeit in Praxis und Lehre sowie Möglichkeit zur breiten Diskussion. Kommen Sie am 03. Oktober 2024, um 18:00 Uhr, in die WienXtra-IFP-Fachbibliothek, sprechen Sie mit dem Autor und lassen Sie sich inspirieren.

Im politischen Alltagsgeschäft gibt sich die AfD mit Blick auf Menschen mit Behinderungen als sozial. Sie vergibt sogar punktuell sozialpolitisch irrelevante Wohltaten an einzelne Gruppen von(nicht-migrantischen) Menschen mit Behinderungen. Doch dieser symbolpolitische Ansatz ist kein Grund zur Beruhigung. Er lässt sich reibungslos mit dem Projekt der AfD vereinbaren, diskriminierungsfreie Beschulung weitgehend zu blockieren und als Irrweg zu denunzieren. Das strategische Ziel: eine Absage an eine menschenrechtlich geprägte, auf Gleichheit setzende Politik für alle unerwünschten, als Belastung empfundenen und erklärten Gruppen.

Der Beitrag untersucht die zunehmende Bedeutung inklusiver Ansätze im Informatikunterricht angesichts der wachsenden Diversität der Schülerschaft. Basierend auf einer Betrachtung des aktuellen Forschungsstands werden zentrale Herausforderungen und Potenziale beleuchtet. Es zeigt sich ein Mangel an Studien, Konzepten und Ressourcen für die Umsetzung inklusiver Bildung in der Informatik. Als vielversprechender Ansatz wird das Universal Design for Learning (UDL) vorgestellt. Der Artikel schließt mit Empfehlungen für Praxis, Aus- und Fortbildung sowie Forschung, um die Inklusion im Informatikunterricht in Deutschland voranzubringen.

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With a large inventory of Veeh-Harps and music cases, the Reutlingen City Library can offer people with and without assistance needs opportunities to make music together and to network. Full-time and voluntary multipliers attend seminars to use the instrument in their work. Instruments and music cases can be borrowed from individuals as well as from social institutions. [ABSTRACT FROM AUTHOR]

Introducing an inclusive pilot project as an example, this paper at hand discusses how establishing and implementing inclusive elements and practices in social spaces raises new issues about the importance of theoretical reflection. The pilot project »Kommune Inklusiv« aimed to open up opportunities for participation for people at risk of exclusion in five contrastive social spaces under a broad concept of inclusion. During the course of the project, scientific analyses showed that socio-theoretical perspectives on inclusion were neglected in favour of a process-optimising control logic performed in the project, which proved to have a tangible impact on the success of (sub-)projects. This article therefore advocates to strengthen socio-theoretical perspectives, which can be of critical importance in the successful implementation of inclusive practices and projects. In particular, theoretical aspect of crisis, which according to Oevermann is always inherent in pedagogical action, can contribute to understand inclusion as a (pedagogical) negotiation practice and manifest necessary reflective processes. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)