Course Topics
- Differentiation - Accommodation - Metacognition - Cooperation between learners, teachers and families - Didactic approaches and strategies that are geared towards the diversity of all students, as well as the "special learning needs" of students.

Teaching format
Lecture combined with short work phases (cooperative and active learning formats, problem-based learning) to promote understanding of the course content, stimulate critical reflection processes, and initiate a transfer from theory to practice.

Educational objectives
Knowledge of selected approaches and strategies of inclusive pedagogy. Planning that enables a combination of the view of all students and the view of individual students. Knowledge of inclusion-oriented, learning-promoting strategies in the sense of internal differentiation for children with diagnosed specific learning disorders (in accordance with Law 170/2010). Critical reflection of one's own pedagogical actions in the sense of further development of the same. Knowledge and understanding Students know and understand - the terms compensation, metacognition and cooperation in the context of inclusion. - central inclusive pedagogical approaches and strategies. - inclusion-promoting measures to support learners in relation to Act 170/2010. Applying knowledge and understanding The students can - collaborate in (multi-professional) teams and plan inclusively. - plan teaching units based on inclusive pedagogical approaches and strategies. - implement specific inclusion-promoting measures within inclusive teaching and learning. - develop, adapt and use didactic materials for inclusive teaching and learning. Judgement Students can - critically analyse and question approaches and strategies according to theoretical principles and with a view to inclusion and conduciveness to learning. - assess the conditions for the implementation of approaches and strategies, taking into account the context and specific needs of individual students. Communication Students can - communicate effectively in (interprofessional) teams and discuss constructively. - carry out theoretically justified changes of perspective in the context of communication. Learning strategies The students - are able to independently research information and content from reliable and scientific sources and thus continuously expand their own profession-related knowledge repertoire.

Assessment
Knowledge and competences are assessed through an individual written portfolio, which includes the following elements: - a lesson plan for the candidate’s own school level that takes into account learning- and inclusion-promoting strategies for children and adolescents with specific learning disorders in accordance with Law 170/2010; - a critical reflection on the planned teaching practice, based on the theoretical principles of inclusive didactics

Evaluation criteria
The final evaluation of the individual portfolio is based on the following overarching criteria: - integration of the subject-specific knowledge conveyed in the course with practical application; - clarity, consistency, and coherence; - accuracy of the theoretical foundations and correct use of discipline-specific terminology