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230340 Inclusive Education in the EFL Classroom (S) (WiSe 2017/2018)

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1. Content:

In times of inclusion and the increasing numbers of refugees, the diversity in learning abilities and language skills create numerous challenges for teachers who may not have experienced the same diversity themselves as students. The aim of this course is to present different strategies and methods to include students with specific learning difficulties in the English classroom and to balance the requirements of a mainstream classroom while meeting the needs of diverse pupils. The intention is to answer several questions about effective inclusive education. Firstly, it is argued that an understanding of the required qualifications of inclusive settings is necessary. Furthermore, it is felt that a clearer understanding of the strategies for inclusive education work is needed. Thirdly, it is important to get an overview of the significance of inclusive education to fulfil the conditions for successful inclusion. With this course, you will acquire additional educational skills, which will be a valuable asset in your teaching career and at the end you will be able to answer the two main questions in the context of inclusive education:

1. How can differences in the classroom be dealt with?
2. How can mainstream secondary schools be equipped and organised in order to meet the
needs of pupils with specific learning difficulties?

Literaturangaben

• Haß Frank: Unterricht aktuell. Inklusion im Englischunterricht, November 2015
• Lundeen, C., Lundeen, D. Effectiveness of mainstreaming with collaborative
teaching. Paper Annual Convention of American Speech Language Hearing
Association, nov. 1993
• McDonnel, J., Mathot-Buckner, C., Thorson, N., Fister, S. Supporting the inclusion of
students with moderate and severe disabilities in junior high school education
classes. Education and Treatment of Children, may 2001, Vol 24.
• Rice, D., Zigmond, N. Co-teaching in secondary schools: teachers reports of
developments in Australian and American classrooms. Learning disability Research
& Practice, 2000, Vol 15.
• Rogan, J., LaJeunesse, C. Facilitating inclusion: the role of learning strategies to
support secondary students with special needs. Preventing School Failure, Spring
1995, Vol 39.
• Tralli, R., Colombo, B. The strategies intervention model: a model for supported
inclusion at secondary level. Remedial & Special Education, july 1996, Vol 17.
• Weigel Murawski, M., Lee Swanson, H. A meta analysis of co-teaching research.
Remedial and Special Education, sep./oct. 2001, Vol 22.

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Modul Veranstaltung Leistungen  
23-ANG-VRPS_GymGe Vorbereitung und Reflexion des Praxissemesters (GymGe) FD 2 Differentiation and Individualisation in English Language Teaching Studienleistung
Studieninformation
veranstaltungsübergreifend benotete Prüfungsleistung Studieninformation
23-ANG-VRPS_HRSGe Vorbereitung und Reflexion des Praxissemesters (HRSGe) FD 2 Differentiation and Individualisation in English Language Teaching Studienleistung
Studieninformation
veranstaltungsübergreifend benotete Prüfungsleistung Studieninformation

Die verbindlichen Modulbeschreibungen enthalten weitere Informationen, auch zu den "Leistungen" und ihren Anforderungen. Sind mehrere "Leistungsformen" möglich, entscheiden die jeweiligen Lehrenden darüber.

Konkretisierung der Anforderungen

FD2 Psychological and Social Aspects of Language Learning

Development of a teaching unit in groups ( 2 - 3 students) and presentation of a lesson in class 5 or 6 in form of co-teaching, written form

Schriftliche Leistungen werden in englischer Sprache bis zu einem Umfang von 10000 Wörtern erbracht, mündliche Leistungen werden in englischer Sprache bis zu einem Umfang von 20 min erbracht.)

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