250185 Socio-historical approaches to inclusive education (S) (WiSe 2019/2020)

This seminar introduces students to the socio-historical concepts of inclusive education in order to critically engage with the challenges and opportunities of today’s educational transformations.
The seminar consists of three strands:
• an overview of differences between disability, special educational needs, inclusive education, and other key concepts;
• an overview of historical contexts of the struggles for inclusion of disabled people in education;
• contemporary issues related to the relationships between theory, policy and practice.
Students will discover the diversity of the local, national and transnational actors of inclusion and their repertoires of action and values (UNESCO, World Bank, national stakeholders and public policies, etc.).
They will gain experience of undertaking some small data collection and preliminary analysis tasks in order to better engage with rigorous research. They will be able to reflect on example of inclusive/integrative practices and the roles and responsibilities of the different practitioners.
In-depth analysis of the fundamental historical texts/videos on inclusion will support the general discussions (e. g. Warnock report, Salamanca Statement, etc.). These various contents will further help to distinguish between the multiplicity of “genres” of knowledge production on inclusive education (reports, handbooks, guidelines, research articles, etc.), as well as their diversity of approaches and aims.

In dieser Veranstaltung findet ein Platzvergabeverfahren statt. Bitte informieren Sie sich hier über den Ablauf: http://www.uni-bielefeld.de/erziehungswissenschaft/bie/faq.html

Bibliography

Reading list:
1. Barnartt, S. & Scotch, R. (2001). Disability Protests: Contentious Politics 1970–1999, Washington, D.C.: Gallaudet University Press.
2. Clough, P. & Garner, P. (2003). Chapter 4: Special Educational Needs and Inclusive Education: Origins and Current Issues, in Bartlett, S. & Burton, D. (eds.), Education Studies, London: Sage Publications, pp. 72—93.
3. Mazurek, K & Winzer, M. (Eds.) (2011). International practices in special education: Debates and challenges. Washington DC: Gallaudet University Press.
4. Oliver, M. (1990). The politics of disablement. London: Macmillan Education.
5. Warnock, M. (1978). Special Educational Needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. London: H.M.S.O.