Publications and lectures
Einreichende: Christoph Bierschwale, Prof. Dr. Michaela Vogt (beide Universität Bielefeld); Titel: Die Perspektiven der Kategorisierung, Rekategorisierung und Dekategorisierung in ihrer Wechselwirkung mit Unterrichtsmaterialien – eine international-vergleichende Analyse Tagungsband der DGfE Sektionstagung Sonderpädagogik
Questionnaire: Inclusion-sensitive educational materials
This is about the adaptability of the educational material to the individual needs of the learners. The underlying aim here is to enable learners to deal with the material independently and hereby achieve learning success. The following questions are relevant for this area of criteria:
-
Are the tasks designed to be appropriate for multiple levels of competence and are the needs of the individual learner taken into account?
-
Are the tasks given in different forms and for different levels of complexity?
-
Is the educational material structured logically and does it effectively focus on its subject matter?
-
Do the visualisations and the layout of the educational material serve the purpose of supporting the learner in dealing with the subject matter?
Individual adaptivity
Bearing these questions in mind, educational material can be deemed as appropriately adaptible to the individual, when its contents are presented visually, via text and if necessary via video or audio. In the same vein, the material at hand should be compatible with different levels of learners and employ tasks and formats that differ in complexity and difficulty. A safely guiding structure offered through the material would enable the learners to navigate through the variety of the offers and according to their individual needs. Such guiding structures could be formatted via a system of symbols and other recurring routines.