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Processes of exclusion and participation at inclusion-oriented schools from student biographical perspective (PATinclusio)

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

Dr. Edina Scheider

Publications

  • Schneider, E. (2026 i.V.). „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 i.E.) "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   

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