Completed Projects
Multiperspektivisches Gutachten: Wissenschaftlicher Prüfauftrag zur steigenden Anzahl der Schülerinnen und Schüler mit Bedarf an sonderpädagogischer Unterstützung
Multiperspective Expert Report: Scientific Examination of the Increasing Number of Students Requiring Special Educational Support
Duration: Oktober 2022 – September 2023
Prof. Dr. Bettina Amrhein I Dr. Benjamin Badstieber
The Ministry of Education and Schools in North Rhine-Westphalia (NRW) has commissioned a multiperspective expert report titled "Scientific Examination of the Increasing Number of Students Requiring Special Educational Support." "(Wissenschaftlicher Prüfauftrag zur steigenden Anzahl der Schülerinnen und Schüler mit Bedarf an sonderpädagogischer Unterstützung)" The central impetus for this report is the findings from the State Court of Audit, which indicate that the assessment procedures for special educational needs, particularly in the field of emotional and social development, have been steadily increasing for years, with 95 percent of applications being approved exactly as requested.
Subproject 2 of this multiperspective expert report, led by Bettina Amrhein and Benjamin Badstieber, is tasked with presenting a "systemic overall analysis." This involves analyzing the current practices and structures of the assessment procedures for special educational needs within the context of school inclusion. The project will develop recommendations for a scientific foundation and realignment of the structures and practices of special educational assessment procedures in NRW.
International Symposium & Seminar
Reading Inclusive Education Divergently: Between Official Discourses and Local Complexities
5. Dezember 2019 & 6. Dezember 2019
Prof.in Dr.in Bettina Amrhein
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On December 5 and 6 the international symposium and seminar ‘Reading Inclusive Education Divergently: Between Official Discourses and Local Complexities’ took place at Bielefeld. It was designed by Bettina Amrhein from the Educational Department of Bielefeld University and Srikala Naraian from Teachers College, Columbia University to address the question of long-term change in regional practices, in light of developments in the field of inclusive education around the world. It invited participants from the so-called “Global North” and “Global South” to come together and achieve a deeper understanding of the global circulation and transformation of the commitments, policies, theories and practices that collectively constitute the field of inclusive education currently. Academics from 14 institutions in 10 countries participated in our two-day-program. After an introduction by Srikala Naraian and Bettina Amrhein, the symposium was kicked off by a lecture and interactive session by Dan Goodley, who joined via the internet from the UK and talked aboutBeing human in inhuman times. In the afternoon there were two panels, panel one dealing with the topicDefining Inclusion in the Global Context: Continuing Challenges and Contradictions, moderated by Srikala Naraian and featuring talks by Evariste Karangwa, Bettina Amrhein and Anita Ghai. Panel two was under the topicMethodological risk-taking: New directions for researching Inclusion and featured, moderated by Bettina Amrhein, talks by Srikala Naraian, Andreas Köpfer, Julia Biermann and Michelle Proyer. The day was concluded with dinner in Bielefeld University’s restaurant Nordlicht. The second day started with a presentation and interactive session by Roger Slee, who joined remotely from Australia via the internet and talked about the general state of inclusive education in an international context. Afterwards, several participants of the symposium and seminar gave responses to the question of the day,What have you learned from your own research in inclusive education that provokes new questions for a transnational approach to inclusion that can be sustained across diverse sociocultural contexts?. In the afternoon, there was a working session on several current questions in inclusive education, after which the symposium was concluded with an outlook towards the future. Following on the symposium, the establishment of a Research Network on Transnational Inclusive Education is now being set up with the aim that the participants will continue to work together to foster new relationships and contribute to the transformation of the discourse around inclusive education is pursued. |
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Mit Schulleitung gesunde, inklusive Schule gestalten
Ein Projekt zur Unterstützung der Schulleiter/-innen bei der Gestaltung schulischer Inklusion an Ihrer Schule
Creating a Healthy, Inclusive School with School Leadership
A project to support school principals in implementing school inclusion at their institution
Duration: January 2015 – January 2018
Prof. Dr. Bettina Amrhein I Dr. Benjamin Badstieber
The expansion of inclusion in schools is demonstrably a significant opportunity but also a challenge for all parties involved in Germany. In particular, for those at the individual school level, implementing inclusion can lead to increased demands for which they have not been adequately prepared during their previous careers. School leadership has the opportunity to initiate development processes in schools and guide and support those involved in implementing necessary changes.
The project examines school development processes for implementing school inclusion from the perspective of school leadership, with a special focus on aspects of safety- and health-promoting leadership practices. The findings will be compiled into a guide and recommendations for school principals and integrated into training and professional development measures for school leaders.
Evaluation der berufsbegleitenden Ausbildung zum Erwerb des Lehramts für sonderpädagogische Förderung VOBASOF in Nordrhein-Westfalen
Evaluation of the Part-Time Training Program for Obtaining the Teaching Qualification in Special Educational Support (VOBASOF) in North Rhine-Westphalia
Duration: May 2014 – July 2015
Prof. Dr. Bettina Amrhein I Dr. Benjamin Badstieber
The presented qualitative in-depth study is designed as a complement and further step in the comprehensive evaluation of the VOBASOF training program. The qualitative study pursued similar objectives and directly followed the quantitative study by focusing on the subjective perceptions of respondents, specifically the participants (TN), the training teachers at the schools, and the school principals of the training schools. It thus went beyond the quantitative investigation and contributed to a deeper understanding of the results. Additionally, it highlighted the VOBASOF training as a partial contribution to the development of school inclusion in North Rhine-Westphalia. It examines, among other things, how the VOBASOF training is used to further develop individual schools in the context of "inclusive education" and how the special education qualification needs to be designed from the perspective of stakeholders in the future to positively contribute to the development of inclusive education in NRW.
Lehrerfortbildung zur Inklusion in den Bundesländern – Eine Trendanalyse
Teacher Professional Development for Inclusion in the Federal States – A Trend Analysis
Duration: January 2013 – December 2013
Prof. Dr. Bettina Amrhein I Dr. Benjamin Badstieber
The present expertise aims to provide initial insights into the current development of state teacher professional development in the area of inclusion across the federal states, serving as a snapshot during the early, critical phase of inclusive education reforms. School development consulting is typically included under this umbrella. Based on a comprehensive analysis of existing programs, the expertise identifies conceptual trends and positive developments. At the same time, it highlights the risks of current (mis)developments and derives initial recommendations for further shaping qualifying programs for inclusion.