Inclusive Teaching in Elementary School: Spatial and Temporal Structures in Classroom Interaction

The fact that successful inclusion also requires new spatial concepts has already been emphasized by some authors (cf. Reich 2014). However, many concepts relate in particular to new school buildings or renovations (see Kricke et al., 2018). The LLR-Transfer design research project, on the other hand, focuses on the conversion of existing classrooms into multifunctional classrooms. The project is funded by the Saxon Ministry of Education and Cultural Affairs and is being implemented at an elementary school in Dresden in close cooperation with teachers and school management. The project draws on pedagogical and didactic concepts developed as part of the Teaching-Learning-Room Inclusion project (cf. Czaja & Beier, 2023, Czaja 2023) on the one hand and on concrete empirical surveys of the initial conditions on the other. The presentation will present results from a study with 360° videos (Windscheid & Gold, 2022) of the arrival phase of an inclusive school class. This phase is intended “in the sense of an individual flexitime” for independent learning, in which “tasks can be practiced, deepened and solved independently” (Reich 2014: p. 187); from a practice-theoretical perspective (Rabenstein & Drope, 2021), specific case structures are illustrated that illustrate spatial appropriation practices and identify barriers.

References:

Windscheid, H. & Gold, B. (2022) (Hrsg.): 360°-Videos in der empirischen Sozialforschung. Ein interdisziplinärer Überblick zum Einsatz von 360°-Videos in Forschung und Lehre. Springer VS.

Reich, K. (2014): Inklusive Didaktik. Weinheim u.a

Rabenstein, Kerstin, and Tilman Drope. (2021): Praxistheoretische Unterrichtsforschung und Weiterentwicklung ihrer sozialtheoretischen Grundlegung . In: Bauer, U. / Bittlingmayer, U. H. / Scherr., A. (Hrsg.), Handbuch Bildungs- und Erziehungssoziologie, Springer VS,.

Kricke, M., K. Reich, L. Schanz and J. Schneider (2018): Raum und Inklusion. Beltz.