Schüler*innen mit sonderpädagogischem Förderbedarf während der Corona-Pandemie

Goldan, Janka; Geist, Sabine; Lütje-Klose, Birgit

doi:10.31244/9783830992318.12

Cited by 13 publications

(9 citation statements)

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“…Learning outcomes of these students after a longer period of distance learning and homeschooling are estimated as lower compared to regular schooling and compared to their peers. Thus, special attention as to be laid on students with less favourable prerequisites, learning conditions, and possibilities of support within the families (Goldan, Geist, and Birgit 2020). On the long run, school closures might not only agitate learning and competence development but also the mental health of the students with SEN (Asbury et al 2020).…”

Section: Discussionmentioning

confidence: 99%

Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage?

Nusser

2021

European Journal of Special Needs Education

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School closures due to the worldwide COVID-19 pandemic put challenges on teachers, students and their parents. In particular, students with special educational needs or students with low achievement levels who need more support in learning may have more difficulties coping compared to their peers. Using longitudinal data of the German National Educational Panel Study, the circumstances of students in secondary school during the time of school closures are characterised, in particular focusing on students who have been diagnosed with special educational needs or showing low achievement levels at the end of primary school. Overall, parents of students with special educational needs or low achievement levels do not report more challenges with respect to the situation of learning at home. However, differentiated results are found with regard to satisfaction with the support provided by the school, the amount of weekly learning time, and parental support. The situation of students with less favourable conditions in terms of learning at home by themselves needs special attention when face-to-face-instructions cannot be carried out as usual to achieve successful learning.

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Section: Discussionmentioning

confidence: 99%

Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage?

Nusser

2021

European Journal of Special Needs Education

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“…Some teachers have already acknowledged that their ability to diagnose students' learning needs, establish personal relationships, and individualize instruction has been enhanced by the implementation of digital tools (Förtsch 2020a). Structural alternatives that shift from an equalities-based approach to an equity-based approach have also been advocated (Bremm and Racherbäumer 2020;Goldan et al 2020;Wrase 2020).…”

Section: A Look Ahead: An Optimistic Perspectivementioning

confidence: 99%

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

Blume

2020

Postdigit Sci Educ

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After closing public schools in early 2020 to slow the spread of Covid-19, attempts to provide continuity of education in Germany by means of digital tools faltered in variety of ways, with insufficient competence and inadequate technology leading to inequitable access and uneven implementation. Understanding how German teachers were caught unprepared in this time of crisis, especially in comparison with their European neighbors, requires an examination of their habitus as discussed by Bourdieu and Wacquant (1992) that accounts for their behaviors beyond existing models regarding technology acceptance. Drawing on existing sociological and media-related studies, this contribution will describe the attitudes of German teachers and educational decision-makers in light of their digital, cultural, and educational habitus to provide a partial explanatory account for the current state of affairs. It will show how traditional skepticism for innovation among teachers in general, and German teachers in particular, is reinforced by demographic and sociological characteristics of the German teacher population and the nature of German schooling. After describing extant conditions regarding digitally mediated educational experiences during the initial Covid-19 phase in Germany based on emerging data, this article will subsequently identify prospective issues in this area in the near future. While the transition to digital teaching and learning has the potential to bring about a number of challenges, early data suggests that a possibility of significant positive development may occur as well. Based on these indications, the article will conclude with implications for teacher professionalization going forward.

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“…fehlen und erschweren das gegenseitige Verstehen. Dies belegen nicht zuletzt die Befunde aus der Zeit veränderter Lehr-und Lernformate in der Pandemie, die besonders bei Schüler:innen mit eingeschränkten Lern-und Kommunikationsmöglichkeiten mehrheitlich negative Auswirkungen hatte (Goldan et al, 2021;Gresch & Schmitt, 2021;Hübner & Schmitz, 2020;Kuhn, 2020;StäWiKo, 2021;Wößmann et al, 2021).…”

Section: Herausforderungenunclassified

Warum ist das die 35? : Ist das inklusive Mathematik?

Werner¹

2022

Mathematische Bildung Heute Und Morgen: Herausforderungen Und Perspektiven : Tagungsband Des AK Grundschule in Der GDM 2022

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Schüler*innen mit sonderpädagogischem Förderbedarf während der Corona-Pandemie

Cited by 13 publications

References 0 publications

Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage?

Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage?

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

Warum ist das die 35? : Ist das inklusive Mathematik?

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