Courses
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Compulsory Module 1: Theoretical Foundations for Inclusive Pedagogy (10 ECTS-Credits; 6 h)
(no courses)
Prerequisites for registration: none
Learning Outcome: Graduates
- understand that there are profound correlations between social inequality and success at school and know about the intersectionality of disability, gender and migration;
- have a fundamental knowledge about the heterogeneity of groups of learners and understand that the society¿s perception of ¿normal¿ or ¿average¿ abilities are subject to a historic change;
- are able to apply their acquired knowledge for issues in inclusive education;
- have a fundamental knowledge of inclusive education and are able to differentiate between special needs theory and theories and concepts of inclusive education.
- understand that there are profound correlations between social inequality and success at school and know about the intersectionality of disability, gender and migration;
- have a fundamental knowledge about the heterogeneity of groups of learners and understand that the society¿s perception of ¿normal¿ or ¿average¿ abilities are subject to a historic change;
- are able to apply their acquired knowledge for issues in inclusive education;
- have a fundamental knowledge of inclusive education and are able to differentiate between special needs theory and theories and concepts of inclusive education.
Compulsory Module 2: Youth, Diversity and the Inclusive School (12.5 ECTS-Credits; 8 h)
Prerequisites for registration: none
Learning Outcome: Graduates
- have basic knowledge of the development processes of youths in western societies, in particular with regards to gender-specific processes of learner and personality development of youths and know of the importance of peer groups;
- know the possibilities for supporting youths with special problems at school;
- are able to reflect on school organization and structure and institutionalized forms of action at schools in relation to dealing with heterogeneity and diversity and to recognize barriers for participation;
- recognize the heterogeneity of pupils, parents and legal guardians with regard to social, linguistic and cultural background as an important resource and enable their participation;
- have basic knowledge of assisting technologies, such as media-supported learning aids and possibilities of computer-supported communication;
- are able to recognize and implement possibilities to ensure barrier-free access of all kind, equal opportunities, self-determination and participation;
- know about the importance of school changes for the education processes of children and youths and different educational support concepts;
- are able to implement and reflect on different support models for school transmissions.
- have basic knowledge of the development processes of youths in western societies, in particular with regards to gender-specific processes of learner and personality development of youths and know of the importance of peer groups;
- know the possibilities for supporting youths with special problems at school;
- are able to reflect on school organization and structure and institutionalized forms of action at schools in relation to dealing with heterogeneity and diversity and to recognize barriers for participation;
- recognize the heterogeneity of pupils, parents and legal guardians with regard to social, linguistic and cultural background as an important resource and enable their participation;
- have basic knowledge of assisting technologies, such as media-supported learning aids and possibilities of computer-supported communication;
- are able to recognize and implement possibilities to ensure barrier-free access of all kind, equal opportunities, self-determination and participation;
- know about the importance of school changes for the education processes of children and youths and different educational support concepts;
- are able to implement and reflect on different support models for school transmissions.
Compulsory Module 3: Teaching Strategies (15 ECTS-Credits; 11 h)
Prerequisites for registration: none
Learning Outcome: Graduates
- have the required methodological and didactical knowledge for designing inclusive teaching for heterogenous groups of learners;
- are able to orient towards the competences and possibilities of development of their learners, to consider gender and differences of their learners¿ interests and to provide teaching materials;
- are able to plan and implement teaching offers based on inclusive didactical and methodical principles; substantiate didactical decisions and reflect on working methods;
- are able to use learning and communication aids and supporting technologies in a conscious way and to design their teaching so that all pupils can participate and demonstrate performance;
- are able to recognize the diversity of pupils with regards to their interests and skills and to use them as resources in cooperative learning and teaching forms;
- are able to perceive the individual resources and possibilities of pupils and to plan, implement and further develop subject-related and interdisciplinary learning offers accordingly;
- have the required knowledge to use different possibilities of individualized performance assessment in inclusive classes;
- have the required knowledge of methods and goals of differentiation and personalization within specific teaching situations, as well as the required skills and competences to give advice to colleagues, parents and legal guardians.
- have the required methodological and didactical knowledge for designing inclusive teaching for heterogenous groups of learners;
- are able to orient towards the competences and possibilities of development of their learners, to consider gender and differences of their learners¿ interests and to provide teaching materials;
- are able to plan and implement teaching offers based on inclusive didactical and methodical principles; substantiate didactical decisions and reflect on working methods;
- are able to use learning and communication aids and supporting technologies in a conscious way and to design their teaching so that all pupils can participate and demonstrate performance;
- are able to recognize the diversity of pupils with regards to their interests and skills and to use them as resources in cooperative learning and teaching forms;
- are able to perceive the individual resources and possibilities of pupils and to plan, implement and further develop subject-related and interdisciplinary learning offers accordingly;
- have the required knowledge to use different possibilities of individualized performance assessment in inclusive classes;
- have the required knowledge of methods and goals of differentiation and personalization within specific teaching situations, as well as the required skills and competences to give advice to colleagues, parents and legal guardians.
Compulsory Module 4: School Development, Team Work and Professionalism (10 ECTS-Credits; 7 h)
Prerequisites for registration: successful completion of Compulsory Modules 1 and 2
Learning Outcome: Graduates
- know standards of inclusive education and specific instruments for inclusive school organisation and development and are able to apply them;
- are able to effectively design, reflect on and give advice for team processes among colleagues;
- are aware of their role¿s/function¿s importance in a multiprofessional team;
- know institutions outside of school, which advise and support inclusive education and teaching offers;
- are able to cooperate with partners outside of school.
- are able to reflect on their understanding of the profession and their personal learning process.
- know standards of inclusive education and specific instruments for inclusive school organisation and development and are able to apply them;
- are able to effectively design, reflect on and give advice for team processes among colleagues;
- are aware of their role¿s/function¿s importance in a multiprofessional team;
- know institutions outside of school, which advise and support inclusive education and teaching offers;
- are able to cooperate with partners outside of school.
- are able to reflect on their understanding of the profession and their personal learning process.
Compulsory Module 5: Development of Learning, Diagnostics and Counselling (15 ECTS-Credits; 12 h)
Prerequisites for registration: successful completion of Compulsory Modules 1 and 2 as well as Compulsory Module 3 of Education Studies (Bildungswissenschaftlichen Grundlagen)
Learning Outcome: Graduates
- know different pedagogical-diagnostic approaches;
- have the required legal, theoretical and practical knowledge for using development-oriented diagnostic procedures as starting point for cooperative teaching;
- are able to reflect on personal preconceptions and social ascriptions on gender, migration, social origin, religion, sexual orientation etc.;
- know the currently acknowledge fields of special needs in physical-movement-related, cognitive, linguistic and socio-emotional development and have basic didactic and methodologic knowledge of individual development promotion;
- have the required knowledge and skills and competences for avoiding problem situations by designing the teaching appropriately and offering target-oriented incentives and aids;
- are able to apply the basic principles of future- and person-centered and cooperative forms of counseling with pupils, parents and legal guardians and colleagues;
- know the structure and aims of learning development plans and are able to compose them in a formally correct way;
- are able to design learning development plans based on case vignettes and are able to include colleagues as well as third parties outside of school
- know different pedagogical-diagnostic approaches;
- have the required legal, theoretical and practical knowledge for using development-oriented diagnostic procedures as starting point for cooperative teaching;
- are able to reflect on personal preconceptions and social ascriptions on gender, migration, social origin, religion, sexual orientation etc.;
- know the currently acknowledge fields of special needs in physical-movement-related, cognitive, linguistic and socio-emotional development and have basic didactic and methodologic knowledge of individual development promotion;
- have the required knowledge and skills and competences for avoiding problem situations by designing the teaching appropriately and offering target-oriented incentives and aids;
- are able to apply the basic principles of future- and person-centered and cooperative forms of counseling with pupils, parents and legal guardians and colleagues;
- know the structure and aims of learning development plans and are able to compose them in a formally correct way;
- are able to design learning development plans based on case vignettes and are able to include colleagues as well as third parties outside of school
Compulsory Module 6: Commonalities and Differences within Educational Processes (Disability, Migration, Gender...) (5 ECTS-Credits)
Prerequisites for registration: successful completion of Compulsory Modules 1 and 2
Learning Outcome: Graduates
- understand the historic, political and cultural conditions of gender relations, orders and differences and are able to present a scientific knowledge of gender-related issues;
- are able to present the historic, political and cultural conditions of construction of difference and dominance in a migration society.
- understand the historic, political and cultural conditions of gender relations, orders and differences and are able to present a scientific knowledge of gender-related issues;
- are able to present the historic, political and cultural conditions of construction of difference and dominance in a migration society.
Compulsory Module 7: Focus on Professionalism: Orientation, Preparation and Selection (10 ECTS-Credits; 5 h)
Prerequisites for registration: successful completion of Compulsory Modules 1, 2 and 4
Learning Outcome: Graduates
¿ have fundamental knowledge of developments of the employment market and know the different educational routes, including (regional) specific offers for youths in companies, specialist schools and administrations etc.;
- are able to reflect on gender specifics of career finding processes and can offers youths a wide range of career options;
- know instruments and methods to encourage youths to critically deal with their self and foreign image as well as with demands on an from their environment without being discouraging;
- are able to develop networks with institutions outside of school, initiate, coordinate and present cooperative processes for career choice in a resource-oriented way;
- have an insight in different social occupational and working fields;
- know institutional conditions of the world of work and are able to deal with the scope offered by the organisation of work;
- have an insight in the life areas of children, youths and young adults in problem situations outside of school and have the competence to support the interests of children, youths and young adults in their families, leisure time, work, career choice, self-empowerment initiatives etc.;
- are able to initiate and accompany cooperation between school and different institutions outside of school
¿ have fundamental knowledge of developments of the employment market and know the different educational routes, including (regional) specific offers for youths in companies, specialist schools and administrations etc.;
- are able to reflect on gender specifics of career finding processes and can offers youths a wide range of career options;
- know instruments and methods to encourage youths to critically deal with their self and foreign image as well as with demands on an from their environment without being discouraging;
- are able to develop networks with institutions outside of school, initiate, coordinate and present cooperative processes for career choice in a resource-oriented way;
- have an insight in different social occupational and working fields;
- know institutional conditions of the world of work and are able to deal with the scope offered by the organisation of work;
- have an insight in the life areas of children, youths and young adults in problem situations outside of school and have the competence to support the interests of children, youths and young adults in their families, leisure time, work, career choice, self-empowerment initiatives etc.;
- are able to initiate and accompany cooperation between school and different institutions outside of school
Compulsory Module 8: Subject-Related Practical Course (5 ECTS-Credits; 1 h)
Prerequisites for registration: successful completion of Compulsory Modules 1 to 5
Learning Outcome: Graduates
- are able to plan teaching units based on given goals and in consideration of the heterogeneity of groups of learners and to implement them in practice;
- are able to reflect on and further develop their own learning processes
- are able to plan teaching units based on given goals and in consideration of the heterogeneity of groups of learners and to implement them in practice;
- are able to reflect on and further develop their own learning processes
Compulsory Module 9: Inclusive Pedagogy and Research (10 ECTS-Credits; 6 h)
Prerequisites for registration: successful completion of Compulsory Modules 1 to 5
Learning Outcome: Graduates
- have knowledge of central research questions, specific reference theories, scientific paradigms, methodical approaches and findings of inclusive pedagogy and form a reflected attitude based on knowledge and practice;
- are able to classify research approaches and results and derive their own questions;
- are able to recognize and distinguish between different models of disability and understand disability studies as interdisciplinary research field examining the historic, political and cultural conditions of disadvantage and disability;
- are methodologically and thematically prepared for writing the Bachelor's Thesis.
- have knowledge of central research questions, specific reference theories, scientific paradigms, methodical approaches and findings of inclusive pedagogy and form a reflected attitude based on knowledge and practice;
- are able to classify research approaches and results and derive their own questions;
- are able to recognize and distinguish between different models of disability and understand disability studies as interdisciplinary research field examining the historic, political and cultural conditions of disadvantage and disability;
- are methodologically and thematically prepared for writing the Bachelor's Thesis.
Compulsory Module 10: Bachelor's Thesis (7.5 ECTS-Credits; 2 h)
(no courses)
Prerequisites for registration: successful completion of Compulsory Modules 1 to 5 and 9
Learning Outcome: raduates
- are able to research and critically deal with specialist literature on a self-chosen issue in inclusive pedagogy;
- are able to formulate a research question, answer it and support their answer with arguments;
- are able to reflect on their approach in a methodological way and to check their argumentation for coherence;
- are able to present interim results of their work in the form a theoretically founded presentation and to use the subsequent scientific discussion for further elaborating the thesis.
- are able to research and critically deal with specialist literature on a self-chosen issue in inclusive pedagogy;
- are able to formulate a research question, answer it and support their answer with arguments;
- are able to reflect on their approach in a methodological way and to check their argumentation for coherence;
- are able to present interim results of their work in the form a theoretically founded presentation and to use the subsequent scientific discussion for further elaborating the thesis.
Notes:
- There may still be changes in the courses offered as well as room allocation and course dates.
- The course descriptions found in the English version of the course catalogue are for informational purposes only. Authoritative information can be found in the "Vorlesungsverzeichnis" (German version of the course catalogue).