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
Evaluation of learning progress
Learning status reviews combined with recommendations tailored to the further design of the individual learning path represent a further central criterion of inclusion-sensitive educational materials. The following questions can be used to reflect on this:
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Are there different forms and a sufficient number of learning status checks in the educational material that are based on the diversity of the learner?
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Do the learning progress reviews analyze the individual learning progress as well as individually recurring error patterns?
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Can the learners independently recognize their error patterns and challenges via the learning status checks and plan their own learning path based on this?
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Are the learning progress reviews based on a positive approach to and an appreciative attitude towards individual learning progress?
An inclusion-sensitive educational material contains learning progress reviews in a wide variety of variants as well as at regular intervals. They are multimodal, qualitatively and quantitatively oriented, formulated at different levels of demand and can be carried out by the learners themselves as well as by the teacher. These reviews also lead to further learning tasks in the material in a way that is comprehensible for the learners, which match the result of the review and further unlock the learning object for the learners in an individual-oriented manner. In addition, they help the learners to gain more insight into their own error patterns and gaps in the learning process, stimulate their self-reflexivity and do this consistently in an appreciative way.