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Semester 1 · 80895 · Specialisation course for the teaching of children with special educational needs - German section · 1CP · DE

For constructive cooperation between primary school and family that promotes inclusion, it is of fundamental importance to agree on jointly supported educational ideas and goals in terms of inclusion, personal development and the educational success of the child. Firstly, this implies respectful communication and a diversity-sensitive approach in view of the diversity of family circumstances. Secondly, this implies opportunities for co-determination and participation of the child in the coordination processes.
In the laboratory, theoretical inputs, discussions, practical exercises and case studies will be used to develop and reflect on appropriate approaches.

Lecturers: Manuel Kiesswetter

Teaching Hours: 0
Lab Hours: 20
Mandatory Attendance: In accordance with the regulation

Course Topics
- Pedagogical views, perspectives of the primary school, the family and the students - Strategies for diversity-sensitive cooperation based on appreciation in the coordination of educational goals - Communicative strategies that tie in with this - Dealing with difficult situations - Case studies from practice

Teaching format
Group work, lectures, discussions

Educational objectives
Reflective action knowledge on participation-oriented cooperation with families in the context of inclusive educational practice at primary schools. - Knowledge and understanding of the educational inclusion and education-related ideas and goals of all those involved, of children's opportunities for co-determination and of cooperation on coordinated goals and tasks of the school, the family and other network partners - Applying knowledge and understanding in specific situations - Inclusion-related reflection and judgement on the appropriateness of goals, measures and strategies when working with families and S*S - Communication in working with families and S*S

Assessment
written exam (MC and open question)

Evaluation criteria
Knowledge and critical analysis of the course content

Required readings

Stange, W. (2012). Erziehungs- und Bildungspartnerschaften. Grundlagen, Strukturen, Begründungen. In W. Stange, R. Krüger, A. Henschel & C. Schmitt (Hrsg.), Erziehungs- und Bildungspartnerschaften. Grundlagen und Strukturen von Elternarbeit. Band 1. (S. 12–39). Wiesbaden: Springer VS.

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Sustainable Development Goals
This teaching activity contributes to the achievement of the following Sustainable Development Goals.