Die Bedeutung der Klassenzusammensetzung für das Vorliegen einer Diagnose eines sonderpädagogischen Förderbedarfs Lernen bei Schüler*innen mit Zuwanderungshintergrund

Kölm, Jenny; Mahler, Nicole; Gresch, Cornelia

doi:10.1007/978-3-658-27608-9_9

Cited by 5 publications

(3 citation statements)

References 31 publications

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“…An allgemeinen Schulen, an denen lediglich wenige Kinder oder Jugendliche mit SPF gemeinsam mit vielen Mitschüler*innen ohne SPF unterrichtet werden, ist für Schüler*innen mit SPF die Chance geringer, ähnliche Personen für soziale Vergleiche zu finden, da sie sich in einigen potenziell relevanten Vergleichskriterien unterscheiden. In verschiedenen Studien konnten Unterschiede zwischen Schüler*innen mit und ohne SPF hinsichtlich ihrer schulischen Kompetenzen (Hußmann und Schurig 2019), ihres sozioökonomischen Status, ihres Geschlechts (Kölm et al 2017) und ihres Alters (Kölm et al 2020) aufgezeigt werden. Merkmale wie diese können für die sozialen Vergleiche als Kriterien herangezogen werden.…”

Section: Soziale Integration Von Schüler*innen Mit Spf Im Gemeinsamen...unclassified

Characteristics of classroom composition and teaching practices and the social integration of students with and without special educational needs in inclusive education environments

Kohrt,

Gresch,

Henschel

2024

Unterrichtswiss

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ZusammenfassungAktuelle Studien weisen darauf hin, dass Schüler*innen mit sonderpädagogischem Förderbedarf, die an allgemeinen Schulen unterrichtet werden, weniger sozial eingebunden sind als diejenigen ohne sonderpädagogischen Förderbedarf. Theoretisch wird dieser Befund unter anderem auf soziale Vergleichsprozesse und Kontaktmöglichkeiten der Schüler*innen sowie auf den Einfluss der Lehrkräfte durch ihren persönlichen Umgang mit den Schüler*innen zurückgeführt. Eine Schlüsselfunktion wird hierbei dem Unterricht zugesprochen: Dieser kann als soziale Situation betrachtet werden, in der sich die Zusammensetzung und konkrete Unterrichtsgestaltung auch auf die Entstehung sozialer Kontakte und damit die soziale Integration der Schüler*innen auswirken. Mit Daten des IQB-Bildungstrends 2016 (N = 9417) wurde untersucht, ob verschiedene Merkmale der Klassenzusammensetzung und der Unterrichtsgestaltung mit der sozialen Integration der Schüler*innen zusammenhängen und inwiefern sich diese für Schüler*innen mit (n = 899) und ohne (n = 8488) sonderpädagogischen Förderbedarf der Schwerpunkte Lernen, Sprache und emotionale-soziale Entwicklung unterscheiden. Unter Verwendung von Mehrebenenstrukturgleichungsmodellen konnte gezeigt werden, dass sowohl die Klassenführung als auch die konstruktive Unterstützung positiv mit der sozialen Integration von Viertklässler*innen zusammenhängen und sich dies für die konstruktive Unterstützung zwischen Schüler*innen mit und ohne sonderpädagogischen Förderbedarf unterscheidet. Die Studie liefert Hinweise darauf, inwieweit Lehrkräfte durch die Gestaltung ihres Unterrichts neben Lernprozessen auch das soziale Miteinander unterstützen.

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Section: Soziale Integration Von Schüler*innen Mit Spf Im Gemeinsamen...unclassified

Characteristics of classroom composition and teaching practices and the social integration of students with and without special educational needs in inclusive education environments

Kohrt,

Gresch,

Henschel

2024

Unterrichtswiss

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“…Like "moderate learning difficulties" (Norwich, Ylonen, Gwernan-Jones, 2014), SEN-L is an imprecise label. For Germany, it can be summarised that there are not only differences between the federal states' guidelines regarding diagnostics (Koßmann, 2020) but also associations between the probability of SEN-L being identified and contextual factors, such as the average achievement of the attended school classes or the proximity of the attended school to the next special education one (e.g., Kölm, Mahler, & Gresch, 2020;Ebenbeck, Rieser, Jungjohann, Gebhardt, 2022). These have so far been ignored in all local official diagnostic guidelines.…”

Section: A Key Challenge Not Only For Inclusive Teaching: Dealing Wit...mentioning

confidence: 99%

Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements

Koßmann

2023

Journal of Pedagogy

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By complying with their “job”, i.e., completing the tasks set for them by teachers, pupils develop their subject skills. They do this in a classroom setting where they can perceive each other regarding their abilities. Besides content learning, pupils, thus, also have to position themselves emotionally and action-practically towards the content-based tasks in the class context. Which corresponding reaction patterns are observable is an open research question, especially concerning the comparison between pupils taught curriculum-accordantly and those with special educational needs in learning (SEN-L) when educated in inclusive classrooms. Therefore, for this preliminary study, twenty semi-structured interviews were examined, in which the pupils were asked about what and how they had learned in the previous lessons. Data analyses were carried out using a mixed-methods approach. Distinct positioning patterns could be reconstructed, which were not strictly linked to the pupils’ level of content understanding. Furthermore, there were no significant differences between the positioning patterns of pupils with and without SEN-L, which could also be due to the comprehensive use of differentiated instruction methods in the respective lessons. In about half of the interviews, reaction patterns emerged that indicated superficially compliant participation in class but inward distancing.

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“…Numerous large-scale representative-scale studies show that learning and behavioural difficulties predominantly occur in the group of students with low socio-economic status (e.g. Euen et al 2015;Gebhardt, Heine, and Sälzer 2015;Kölm, Mahler, and Gresch 2020;Kölm, Gresch, & Kuhl, 2019). Therefore, it can be assumed that these students are at risk of not having access to adequate hard-and software for successful digital learning.…”

Section: Explaining the Intention To Implement Digital Learning For Students With Learning And/or Behavioural Difficultiesmentioning

confidence: 99%

What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education

Börnert-Ringleb

Casale

Hillenbrand

2021

European Journal of Special Needs Education

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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.

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Die Bedeutung der Klassenzusammensetzung für das Vorliegen einer Diagnose eines sonderpädagogischen Förderbedarfs Lernen bei Schüler*innen mit Zuwanderungshintergrund

Cited by 5 publications

References 31 publications

Characteristics of classroom composition and teaching practices and the social integration of students with and without special educational needs in inclusive education environments

Characteristics of classroom composition and teaching practices and the social integration of students with and without special educational needs in inclusive education environments

Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements

What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education

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