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10. Zwischen Einzelfallhelfer/in und Zweitlehrer/in: wie handeln Integrationshelfer/innen im Unterricht? Zum Zusammenhang zwischen der Zuständigkeit im Unterricht und dem Stand der inklusiven Schulentwicklung

Author

Sommer, Sabine, Czempiel, Stefanie, Kracke, Bärbel, and Sasse, Ada

Subjects
school development, organizational structure, school, Integration, Kind, Federal Republic of Germany, Education, ddc:370, Schulentwicklung, professionalization, Curriculum, Teaching, Didactics, Unterricht, Didaktik, Bildung und Erziehung, Professionalisierung, Förderungsmaßnahme, child, Schule, Macroanalysis of the Education System, Economics of Education, Educational Policy, Jugendlicher, social support, Bundesrepublik Deutschland, teaching, Makroebene des Bildungswesens, inclusion, disability, Schulische Inklusion, Eingliederungshilfe, multiprofessionelle Kooperation, adolescent, promotional measure, Unterricht, Behinderung, Organisationsstruktur, soziale Unterstützung, Inklusion
Abstract

"Inklusion erfordert neue Organisationsstrukturen in Schule und Unterricht. Integrationshelfer/innen sind eine von außen gesteuerte personelle Ressource, die im gemeinsamen Unterricht sehr unterschiedlich eingesetzt wird. Diese Studie geht der Frage nach, ob Schulen unterschiedlich mit dieser Ressource umgehen je nachdem, welche Inklusionskultur realisiert wird. Der Zusammenhang zwischen dem Entwicklungsstand einer Schule in Bezug auf Inklusion und dem Verhalten der Integrationshelfer/innen im gemeinsamen Unterricht wurde in 61 Unterrichtssequenzen aus 22 Schulen untersucht. Es zeigte sich, dass in der Inklusion weiter fortgeschrittene Schulen Integrationshelfer/innen signifikant häufiger als auf die gesamte Lerngruppe bezogene Ressource einsetzten als Schulen mit wenig inklusiver Schulkultur." (Autorenreferat) "Inclusion requires specific organizational structures in school and classes. Special needs assistants are an external personal resource, which is deployed in classes differently. This study examines the question whether schools employ special needs assistants according to their inclusive culture. The relationship between a school's developmental progress towards inclusion and the activity of special needs assistants in class were examined in 61 class observations from 22 schools. Results show that further developed schools deployed special needs assistants more often as a resource for the entire group instead of a resource for an individual student." (author's abstract)

Published
2017

12. Welches Wissen brauchen Lehrkräfte für inklusiven Unterricht? Perspektiven aus der Berufspraxis.

Author

Greiner, Franziska, Sommer, Sabine, Czempiel, Stefanie, and Kracke, Bärbel

Subjects
*TEACHER development, *TEACHER training, *CAREER development, *TEACHERS, *SCHOOLS
Abstract

Research about teaching competencies in the context of inclusion focuses so far attitudes and does not take adequate account of professional knowledge. This paper investigates what kind of knowledge is relevant from the view of teachers in practice to handle inclusion in schools. Interviews of 53 teachers of different types of school were analysed qualitatively with a literature based category system. First, the perspective of all interviewed teachers is presented. It follows an analysis, which regards the type of school and the level of school development. Our results show that teachers use the categories, which are abstracted from the research literature. These categories need to be supplemented by inductive categories. There is a difference between the types of school, and a relation between school context and professional development of individual teachers. This could be discussed as a specific indication for teacher trainings, which aim to foster inclusive competencies. [ABSTRACT FROM AUTHOR]

Published
2019
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14. The relationship between pityriasis rubra pilaris and inflammatory arthritis: Case report and response of the arthritis to anti–tumor necrosis factor immunotherapy

Author

Conaghan, Philip G., Sommer, Sabine, McGonagle, Dennis, Veale, Douglas, Waldmann, Herman, Hale, Geoffrey, Goodfield, Mark, Emery, Paul, and Isaacs, John

Abstract

Pityriasis rubra pilaris (PRP) refers to a group of erythematous, scaling dermatologic conditions that have been associated with seronegative arthritis. We report a case of polyarthritis in a young man with PRP in which magnetic resonance imaging suggested an entheseal-based pathology for the joint disease. The arthritis, but not the skin condition, demonstrated dramatic response to anti–tumor necrosis factor immunotherapy.

Published
1999
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