The school closures during the COVID-19 outbreak triggered ashift towards digital learning. Whilst this is amajor challenge for mainstream education, the implementation of digital learning poses an even bigger challenge for special education teachers, as they are confronted with different learning requirements which might hinder digital learning processes. Previous research identified obstacles to digital learning in mainstream education, but conditions of digital learning in special education remain unclear. This article aims to provide insights on conditions of digital learning in special education at teacher-, school-, and student-levels. We examined whether the intention to use digital learning in special education is predicted by (1) teachers' self-efficacy, attitudes and their perceived usability of digital learning, (2) perceived organisational support and (3) perceived obstacles on student-level. Data of N = 722 special education teachers were collected during the pandemic. Results of mixed models indicate that specific self-efficacy in digital learning and perceived support were the strongest predictors for the intention to use digital learning, while alack of students' self-regulation and parental support represented major obstacles. The results underline the need for specific training in digital learning for special education teachers, and interventions in digital learning for students with special needs.
Wie muß eine Didaktik aussehen, die bei "schwierigen" Kindern erfolgreich ist? Verhaltensauffällige Kinder sind in nahezu jedem Klassenzimmer ein Problem. Ob aggressiv/auto-aggressiv, hyperaktiv oder depressiv - für die Lehrer dieser Kinder reichen die bisherigen Didaktiken nicht aus.
Clemens Hillenbrand liefert eine wissenschaftlich fundierte Antwort auf diese Frage. Er schlägt eine Brücke zwischen der Allgemeinen Didaktik und den spezifischen sonderpädagogischen Modellen bei Verhaltensstörungen. Theorieansätze aus beiden Disziplinen werden anschaulich beschrieben, kritisch durchleuchtet und auf ihre Brauchbarkeit für den täglichen Unterrichtsbedarf abgeklopft.
An age-appropriate program to prevent behavioral disorders among kindergarten children improved both the children's knowledge of prosocial problem solving strategies and their prosocial behavior.
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