DFG-Project: Processes of exclusion and participation from student biographical perspective (PATinclusio)
„Processes of exclusion and participation at inclusion-oriented schools from student biographical perspective“ (PATinklusio)
funded by the Deutsche Forschungsgemeinschaft (DFG) (project numer 580821782)
since 10/2024
Overview
Summary
The aim of the project is to examine the experiences and processes of exclusion and participation of students with special needs or/and in socially disadvantaged living situations at inclusion-oriented schools from student biographical perspective. The main questions are: How do students with special educational needs or/and in social disadvantegd living situations experience inclusions-oriented schools? What processes, structures and mechanisms of impediments and enablers to academic and social participation do these students experience and there are differences between students with an assigned special educational needs and students without this assignment? With these questions the project connects the areas of educational school research, student biographical research, in-/exclusion research and disability studies of education. The biography-theoretical approach forms the central theoretical references point for the project. In additionally the intersectional approach and the social model understanding of disability are also theoretical references. Methodologically, the project is based on biographical-narrativ interviews with students with (and without) special educational needs or/and in socially disadvantaged living situations in inclusion-oriented schools. Interviews with school administrators about the school concept and (special education) resources serve to open up the field and insights into the school structural framework. As a result you can expect important new findings on the relevance of inclusion-oriented schools and on processes, mechanisms and structures of in-/exclusion as well as practical scientific findings for teacher education.
Contact
Project Manager
Telefon: 0345-5523820
edina.schneider@paedagogik.uni-halle.de
Sample Construction, Data Collection, and Analysis Procedures
The study comprises 36–40 biographical-narrative interviews with students in socially disadvantaged life situations attending Grade 9 or 10 at six inclusive schools with different organizational forms of school integration and inclusion in the federal states of Hamburg, Saxony-Anhalt, and Bavaria (see Table 1). The sampling strategy follows a multi-stage, contrast-oriented design.
The selection of the federal states is based on differing levels of development in the implementation of school inclusion: Hamburg as inclusion-oriented, Saxony-Anhalt as developmentally ambivalent, and Bavaria as structurally persistent. In addition, different organizational forms of school integration and inclusion are taken into account in the selection of schools within each federal state in order to systematically incorporate structural contrasts (including preventive special educational support, special classes, specialized or profile schools, cooperative models, and individual integration). Four to six interviews are conducted at each school, including three to four with students assigned special educational needs and two with students without such designation.
The analysis is based on the retrospective reconstruction of “process structures of the life course” (Schütze 2016), which makes it possible to reconstruct the processual nature of experiences and transformations and thus the ‘sustainability’ of different support and school settings as well as pedagogical relationships in terms of their impact on students’ academic, educational, and biographical development over time. This approach enables an examination of how transitions are shaped and how experiences of inclusive and segregated schooling, as well as pedagogical relationships, affect individual lifeworlds.
In addition, thematically structured expert interviews are conducted with school principals concerning institutional conditions and the schools’ resource allocation. These interviews are analyzed using qualitative content analysis (Mayring 2022). The perspectives of school leadership primarily serve the exploratory access to the field and the contextualization of the student interviews, as well as providing key insights into the structural contextual conditions of each school.
Publications
- Schneider, E. (i.V.). Zur Relevanz diffuser Strukturlogiken in Lehrer:innen-Schüler:innen-Beziehungen und Implikationen zur inklusive Schulgestaltung – eine theoretische und empirische Diskussion. In: Zeitschrift für Pädagogik.
- Schneider, E. (2026 i.E.). „keiner möchte so ne behindert sein, die möchten alle ein normales Leben führen“ – Jugendbiographische Perspektiven auf Normalitätsvorstellungen als Behinderungen sozialer und akademischer Teilhabe. In: Pfaff, N. et al. (Hrsg.). Jugende(en) im Spannungsfeld von Normativität(en) und Normalität(en). Reihe „Kindheits- und Jugendforschung“ VS Verlag.
- Schneider, E. (2025). "Sie kommt nicht wieder […] und da hab ich mich um mein Bruder gekümmert“ - Spuren der Situierungen von Solidarität und Sorge in schüler:innenbiographischen Erzählungen". In: Budde, J. et al.: Sorge und Solidarität. VS Verlag. 115-129. https://shop.budrich.de/produkt/sorge-und-solidaritaet/
- Schneider, E. (2025). "Förderschüler . behindert, kann nicht, das würd ich halt ändern" - Über schulische Inklusion als Zukunftsperspektive im Rahmen institutioneller Transformation - Eine schülerbiographische Perspektive. In: Schwendowius, D. et al. (Hrsg.): Ungewisse Zukünfte - Bildung und Biographie im Kontext gesellschaftlicher Umbrüche. Opladen: Barbara Budrich. https://doi.org/10.2307/jj.29010288.14