Promoting Well-Being through Inclusiv Diagnosis in Schools
In our research project 'Inclusive diagnostics in all-day schools' (Alleweldt/Tellisch 2024), teachers, school social workers and educators in different types of schools were asked about their diagnostic practices in an empirical study. The aim was to bring together concepts from educational and social work diagnostics for inclusive diagnostics with a focus on learning and personal development. The approach of inclusive diagnostics follows a broad concept of inclusion and is therefore aimed at all learners. This means that not only the cognitive, but also the social-emotional aspects of learning and living come into focus. It is not just performance that is important, but the wellbeing of children as a whole, which means taking a more holistic and life-world perspective of pupils: Emotions, formative events, relationships, circumstances and the child's views become central. The child is actively involved in the process. Methods such as self-evaluation and reflection can also be important approaches to inclusive diagnosis. During the presentation, the approach will be presented and discussed from the children's perspective and experiences with its implementation will be presented.
(mit Christin Tellisch) (2024): Inklusive Diagnostik im Ganztag an der Schnittstelle von Jugendhilfe und Schule. Weinheim/Basel: Beltz. (in Vorbereitung)
(mit Christin Tellisch) (2021): Zwischenbericht zum Modellprojekt: Sozialpädagog*innen in der ergänzenden Förderung und Betreuung (eFöB) im Land Berlin. Berlin: HSAP.