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INSPIRE 2009

Theme 3: The implementation of inclusion at classroom level. My holding: Pupil in classes with children with special needs are taught in different courses of education. This is the limitation for inclusion. My personal working situation:. INSPIRE 2009.

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INSPIRE 2009

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  1. Theme 3: The implementation of inclusion at classroom level My holding: Pupil in classes with children with special needs are taught in different courses of education. This is the limitation for inclusion. My personal working situation: INSPIRE 2009

  2. The implementation of inclusion at classroom level A) Inclusion on the individual level Trying to support each child in an individual way according to his/her individual needs. In form of: • individual support and explaining tasks on individual levels. • working in small groups or only with one child. • doing differentiation in the number and the level of the tasks. • trying to avoid an external differentiation, w.o.W.: separating the children with SNs • working with the PC and the Internet. • .... This way of individual and diversified working with the pupils is the favourite way to work for school administration and politics wants school to work. INSPIRE 2009

  3. The implementation of inclusion at classroom level C) but: • Only in the integrative classes you have got temporary 2 teachers. • Many pupils in our classes without the official title „special needs“ have got big problems in learning and need many support. • In integrative classes you find children in different courses of education. • „Allgemeiner Bildungsgang“ / centrale examination • „Bildungsgang Lernen“ / examination similar after year 9 of the „Allge. Bildungsg.“ • In consequence this means that they have to learn different things. • The level of the centrale examination for many of our children is very high. INSPIRE 2009

  4. The implementation of inclusion at classroom level D) This means: • I have to do the splits: helping both the children with the title „special needs“ and the other, who also needs help. • the task is to prepair the children of the „Allgemeiner Bildungsgang“ in the best way for the central examination. This means separation for the children with SN. • Pupils with SN can learn more in an individual way. You are more free to select the contents of teaching. This means separation. INSPIRE 2009

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