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
Self-efficacy
In learning situations that are sensitive to inclusion, the self-efficacy experiences of all learners play a central role. The discussion of the following questions shows whether the educational material enables the learners to shape their learning actively and to stimulate or promote appreciation and acceptance by the learning environment:
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Does the educational material offer the learners freedom of choice and the option to refuse to work on the tasks with a justified reason?
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Do the tasks for the individual tasks contain explanations addressed to the learners about their respective meaningfulness?
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Does the educational material enable the learners to provide feedback on its design and thereby participate in the further development of the material?
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Does the educational material treat all learners with respect and in line with ethical, democratic and inclusive standards?
Inclusion-sensitive materials, which support self-efficacy, motivate the students in ways that suit them and enable them to find solutions to the given problems on their own. They also explain themselves to the learners in terms of their intentionality and meaningfulness and also give them the option of rejecting the solution of the given problem with justification or of introducing their own alternative learning paths. Inclusion-sensitive educational materials do this based on a general appreciation of the learners with their idiosyncrasies, their involvement in the learning process and the learning time they spend. They also offer the possibility that not only the learners learn something through the educational materials, but also, in reverse, take up impulses from the learners and actively obtain their feedback as a basis for further improvements.