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230189 Inclusive Education in the EFL Classroom (S) (SoSe 2018)

Inhalt, Kommentar

1. Content:
In times of inclusion, 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

• Arinen, P., & Karjalainen, T. (2007). PISA 2006: Ensituloksia [PISA 2006: First results]. OECD, PISA; Opetusministerio ¨, Helsingin yliopisto, Koulutuksen arviointikeskus. Report of the Ministry of Education, Finland, no. 38, 2007.
• Deng, M., Poon-Mcbrayer, K. F., & Farnsworth, E. B. (2001). The Development of Special Education in China A Sociocultural Review. Remedial and Special Education, 22(5), 288-298.
• Eva Kittay, 'Disability, 'Equal Dignity and Care', Concilium 2003, 105-115.
• Ellsworth, N. J., & Zhang, C. (2007). Progress and challenges in China's special education development: Observations, reflections, and recommendations. Remedial and Special Education, 28(1), 58–64. doi: 10.1177/07419325070280010601
• Halinen, I., & Järvinen, R. (2008). Towards inclusive education: the case of Finland. Prospects, 38(1), 77-97.
• Haß Frank: Unterricht aktuell. Inklusion im Englischunterricht, November 2015.
• Lisa Waddington, 'Evolving disability policies: from social-welfare to human rights: an international trend from a European perspective', Netherlands Quarterly of Human Rights 2001, p. 141-165.
• UNESCO (1994) Salamanca Statement: Network for action on special education. Paris: United Nations Educational, Scentific and Cultural Organization.
• Yu, L., Su, X., & Liu, C. (2011). Issues of teacher education and inclusion in China. Prospects, 41, 355–369.doi: 10.1007/s11125-011-9204-8.

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Fachzuordnungen

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

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Konkretisierung der Anforderungen

• LP [Studienleistung/aktive Teilnahme]: Development of a lesson in groups (2-3 students) in class 6 in form of co-teaching, written form
• LP [Prüfungsleistung]: Development of a teaching unit and lesson in groups (2-3 students) of a lesson in class 6 in form of co-teaching (written form) and realisation of the lesson in class 6 at the Gesamtschule Bad Oeynhausen

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