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Semester 1 · 80978 · Specialisation course for the teaching of children with special educational needs - German section · 1CP · DE

For constructive cooperation between 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 young person. Firstly, this implies respectful communication and a diversity-sensitive approach in view of the diversity of family life situations. Secondly, this implies opportunities for co-determination and participation of students 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 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 middle and secondary schools. - Knowledge and understanding of the educational inclusion and education-related ideas and goals of all those involved, of the opportunities for children and young people to have a say 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 students - Communication in working with families and students

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.