Course Topics
- Current approaches to inclusive didactics - Metacognition and participation in the context of open, inclusive learning environments - Cooperation in (interprofessional) teams

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
Reflective action knowledge on the accessibility of learning environments and learning content as well as on the preparation of individually challenging learning materials within open learning environments Critical reflection in relation to (own) pedagogical practice in the context of inclusion-related quality requirements. Development of different formats of inclusive teaching and learning. Knowledge and understanding Students know and understand - the theoretical foundations of current approaches to inclusive didactics and open learning environments - Metacognitive strategies - Fundamentals of cooperation in (interprofessional) teams Application of knowledge and understanding Students will be able to - Plan and critically reflect on inclusive teaching on a team basis - develop didactic materials for open learning environments based on individual learning challenges and participation - cooperate in a team to implement these in practice Making judgements Students can - critically analyse and question the planning of educational activities according to theoretical principles and with a view to inclusion. - assess the conditions for implementing the planning of educational activities, taking into account the context and the specific needs of individual students. Communication Students can - communicate in (interprofessional) teams and discuss constructively (e.g. communication about different didactic approaches). - carry out theoretically based 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: - the lesson plan for the relative school level from Part 1 of the lecture, revised and expanded using Universal Design for Learning (UDL) - a final critical reflection on the developed lesson plan and/or the adapted materials, 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