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Die vorliegende Arbeit gliedert sich im Wesentlichen in vier Bereiche. Sie gibt einen Überblick über die aktuellen Entwicklungen einer Pädagogik für Menschen mit Förderbedarf im Bereich ihrer geistigen Entwicklung und versucht eine Fokussierung von paradigmatischen Entwicklungen hin zu einer inklusiven Bildung mit dem Anspruch einer angemessenen Qualitätssicherung des Bildungsangebotes. Nach der Einleitung und einer allgemeinen theoretischen Verortung der Fragestellung werden im zweiten Kapitel begrifflichen Grundlagen gelegt sowie das Konzept einer inklusiven Bildung und der selbstbestimmten Teilhabe an allen gesellschaftlichen Prozessen einschließlich des theoretischen Modells des Empowerments hergeleitet. Das dritte Kapitel befasst sich mit aktuellen Aspekten curricularer Entwicklungen für Schüler mit Förderbedarf im Bereich ihrer geistigen Entwicklung einschließlich der Diskussion von möglichen input-orientierten Bildungsstandards in der Sonderpädagogik. Im vierten Kapitel werden Grundlagen der Organisationsentwicklung und des Qualitätsmanagements für Förderzentren erläutert sowie Evaluationsmöglichkeiten dargestellt und für die unmittelbare Praxisanwendung realisiert.
Learning or doing ones homework isn’t among the first things students like to do. They rather play videogames — a situation every teacher knows. One chance to solve this problem is to combine learning and video games.
Scientists are discussing game-based learning and gamification in this context. To shed some light at the meaning of these terms, especially on gamification, is one of the purposes of this thesis. Gamification doesn’t mean to cover boring
learning content with some sort of game mechanics or to reward a right answer with a minigame, that has no connection to the teaching and learning content at all. In contrast, gamification is the inclusion of game elements in learning applications to motivate students to use these applications to learn.
Learning languages takes special profit of computer-assisted learning. Using an online learning environment enables the students to get in touch with each other and exchange experiences. Certain game elements can be used to let students participate in a sort of competition. Here they can compare their knowledge in a game-based manner.
In the context of this thesis, a prototype will be developed that connects game elements to a learning application for “German as a Foreign Language“. The
purpose of this prototype is to show teachers possibilites to motivate their students. A usability test will be conducted, the collected data will be evaluated and improvements will be proposed. As a result of this thesis, it is shown that the prototype includes promising approches and was evaluated successfully. Nonetheless the prototype needs to be tested more thoroughly and improvements need to be implemented. Furthermore, evaluation methods need to be developed to take the peculiarities of games and their special characteristics into account.
Within the framework of a participatory action research approach, teachers and their students were accompanied scientifically with a focus on Montessori pedagogy and music in an upper secondary grammar school for three years (from 2012-2015).
Based on attitude- and self-efficacy-theories, inclusive instruction as well as agent-based research, the aim was to examine the implementation of an inclusive learning - and school-culture at this grammar school – an institution which is part of the highly selective education system at secondary II level in Austria.
It has been possible to reconstruct the understanding of teachers concerning inclusion and conceptions of man as well as their selfefficacy of competences to teach in an inclusive environment by means of qualitative and quantitative data. To examine attitudes and selfefficacy of teacher competences, international and national tested scales SACIE-R (Sentiments, Attitudes and Concerns about Inclusive Education-Revised) and TEIP (Teacher Efficacy for Inclusive Practice) were used in a German version. Furthermore, the empirical survey was extended by a webbased national questionnaire for teachers in different types of schools, from primary to secondary level (n= 427) to allow comparative analysis. Interviews, which were evaluated content-analytically and ques-tionnaires for parents (n=37) and students (n=19) offered an indepth insight into everyday educational practice from different perspectives.
The synopsis of the result shows, that it was possible for a rather young team of teachers with very positive attitudes towards inclusion, to implement a supportive and vivid learning - and school culture. Nevertheless, the efforts of the teachers did not exceed the system limits. The development towards a ‘school for all’, a logical consequence of theoretical approaches concerning inclusion, was not discovered. The current research is verifying the corefindings of inclusive - and agent-based research. Further findings can be related to the selective structures of the education system in secondary II.