We want to contribute to improving the participation of people with specific support needs. In doing so, we focus on various school and non-school fields of action.

In research, we deal with questions of basic research as well as application-related research questions that arise from educational practice or from which educational practice benefits. In this way, we make a contribution to evidence-based educational practice.

We are constantly developing our joint, cross-disciplinary research profile through regular interdisciplinary exchange.

Our research methodology is characterized by openness - we use both quantitative and qualitative methods with the aim that they complement each other and contribute to a complete overall picture.

We initiate and maintain collaborations with university and non-university practice partners.  

• We enable students to actively participate in research projects and thus support the early involvement and promotion of young academics.
• We support the transfer of scientific findings into educational practice.
• We attach great importance to a high level of application in teaching and strive for interdisciplinary networking between those involved in the courses on offer. This makes it easier for our students to recognize the relevance of teaching content for practical work across disciplines.
• Through our actions, we help to establish and maintain flat hierarchies as well as transparent and well-networked communication structures within the institute. This also implies appropriate accessibility for our students.

We are committed to implementing the consequences resulting from the ratification of the UN Convention on the Rights of Persons with Disabilities. In terms of a broad concept of inclusion, equal access to education for all is a fundamental right of every person. Special educational expertise enables children and young people with special needs to achieve learning and educational goals and thus participate in society on an equal footing. As pedagogy under difficult conditions, the discipline of special needs education is involved in a process of reform for society as a whole, the aim of which is a society characterized by heterogeneity and diversity and a corresponding education system. With this goal in mind, it is

„Aufgabe der Sonderpädagogin und des Sonderpädagogen [ist es], den Bildungsprozess unabhängig vom Förderort bestmöglich zu unterstützen und/oder zu gestalten. Die individuellen Lernvoraussetzungen der Schülerinnen und Schüler sind in jedem Fall Ausgangspunkt für einen Unterricht, der sich u.a. durch Elementarisierung und Differenzierung auszeichnet und bilden den Bezugsrahmen des jeweiligen Lern- und Entwicklungsprozesses, der Bildung und Teilhabe ermöglicht.“ (vds 2019, S.2*)