Rehistorisierung in der Schule.

Although in recent years there has been an increased awareness of the life situation of students with experiences of violence, trauma, behavioral problems or mental illness, approaches of rehistoricizing diagnostics that address precisely these groups are rather an exception in the school context. The concept of ›rehistoricization‹, coined by Wolfgang Jantzen, was initially developed in nonschool fields of work in special education and deinstitutionalization, but it also opens up important perspectives for school pedagogy for an understanding diagnosis of the educational processes of children and adolescents with disabilities, especially in the case of cognitive impairments, behavioral problems or mental illnesses. The article outlines a framework of understanding diagnostics and emphasizes the importance of rehistoricization for school fields of work and their transformation in terms of inclusive school and teaching development. [ABSTRACT FROM AUTHOR]