Inclusive Education (B.A.) Course structure 1. The first three semesters and the fifth, sixth and seventh are made up of theoretical study and participatory projects. 2. The practical studies take place in the fourth semester, which encompasses 20 weeks of full-time work at usual and customary rates and will be supplemented by seminars and supervision. (Details to be arranged) 3. The basic requirement is 115 semester-weeks. In the 6th or 7th semester, in addition to attending classes, thestudent must prepare a Bachelor s Thesis. 4. Upon successful completion of all required modules, the student will be awarded a professional qualification carrying the degree Bachelor of Arts. B. A. Inclusive Education - Curriculum SWS SWS 1.-3. Sem SWS 4. Sem SWS 5.-7.Sem M 01 Historic and Scientific Foundations of Inclusive Education 4 4 6 1.1 Preparation and Introduction to Scientific Work 2 1.2 Introduction to Theory 2 In this module the student will study the various scientific approaches which have been influenced by historical and societal views toward dealing with people with impairments and their meta-reflection. The goal is a theory-driven analysis of the views that may influence how the affected person is seen and which intervention methods can be derived from this. In addition, the student will be made familiar with the foundations of scientific research and the essentials of empirical social research. Credits M 02 Theories of Inclusive Education 4 4 7 2.1 In-depth Seminar on Theory and History 2 2.2 Theories of Integration / Inclusion 2 In this module the students will deal with the main ideas and intervention approaches of the normalization principle, of integration or exclusion, self-determination, selfrepresentation and empowerment and their significance in professional application. The aim of this module is for the student to achieve a deeper knowledge of the current lines of development in Inclusive Education, from integration to inclusion, to be able to apply this knowledge, and to develop a basic view of him- or herself as a special needs education professional. 13.11.2007 1
M 03 Target Groups and Areas of Application 10 10 13 3.1 Introduction to the specific target groups, problem and treatment areas of Special Needs Education 2 3.2 Workshop: Theme-centered Work on Building the Special Needs Education profile 4 3.3 A Comparative View of Target Groups and Treatment Areas 2 3.4 Information on Profession / Preparation of Practical Studies 2 The aim of this module is an orientation in Inclusive Education and its structural, institutional and organizational establishment. The student will also gain a basic knowledge of the various developmental, learning and living conditions of children, youth and adults with special needs. M 04 Diagnosis and Supplementation 6 6 9 4.1 Transfer of Information, Observation and Case Histories 2 4.2 Inclusive Education Procedures 2 4.3 Diagnosis and Supplementation 2 In this module the students will get to know the objectives and tasks in the area of diagnosis in Inclusive Education. They will gain a basic knowledge and will challenge themselves in the application of various strategies for gathering data in the pedagogical-psychological area and in the interpretation of these data (hypothesis building). These diagnostic competencies will build the foundation for the establishment of a position within the realm of Inclusive Education (independent reports, planning) and for the documentation of development (developmental planning, assistance planning). M 05 Methods of Inclusive Education 8 8 11 5.1 Introduction to Inclusive Education 2 5.2 Body-Oriented Methods 4 5.3 Motion- and Interaction-Oriented Methods 2 13.11.2007 2
After an introductory overview of intervention, specific intervention methods will be presented. The focus of this module will be interactive, body- and movement-oriented methods intended to improve the physical and communicative abilities of impaired persons. 13.11.2007 3
M 06 Therapeutic Methods 8 8 10 6.1 Play as an Intervention Concept 2 6.2 Creativity-promoting Methods 2 6.3 Therapeutic Methods 4 This second methods-oriented module deals with play and creative and therapeutic methods intended to promote the expression of emotion, social interaction, selfperception and self-expression. The corresponding intervention methods come from the areas of play, make-believe and the arts, including music, rhythm and dance. In addition to the establishment of a theoretical foundation, self-awareness will be brought into play, particularly in the artistic and creative areas, in order to more specifically address individual and group needs in therapy. M 07 Communication and Consultation 6 6 10 7.1 Foundations of Communications Theory 2 7.2 Consultation Competence in Inclusive Education 2 7.3 Introduction to Assisted Communication 2 Further to a foundation in basic knowledge of communication theories and practical knowledge in various techniques for handling consultations, the students will learn to use consulting skills for specific special needs situations, e.g. in discussing case histories, managing parent conferences, consultation with colleagues and assistance planning. Through the use of supplemental communication methods, students will be able to assist conversational partners with communication skills, both with and without possible difficulties in understanding due to speech impediments. 13.11.2007 4
M 08 Empirical Social Research 6 6 9 8.1 Introduction to Empirical Social Research 2 8.2 Methods of Empirical Social Research 4 The ability to conduct oneself in research situations, as a part of the profile of an Inclusive Education professional, will be the focal point of this module, which will include an overview of the spectrum of empirical social research as well as qualitative methods. M 09 Field Placement Studies 4 4 30 (3.4) Overview and Preparation in Professional Area ( in M3 ) 0 9.1 Accompanied Field Placement Studies 2 9.2 Supervision 2 The main aim of this module is the understanding of typical problem areas and social contexts of the clients, as well as the working methods, organizational structures and legal, social and educational policy conditions applicable to this field of work. The students will at the same time test and deepen the knowledge gained so far about intervention approaches and intervention methods. Completing the 20-week field placement activities, the students will receive support in seminars in the application of personal, structural and organizational experience. M 10 Area of Concentration: Social Inclusion of Children and Youth 12 12 22 10.1 Life in Childhood and Youth 2 10.2 Project Studies: Inclusive Education Work with Children and Youth 4 10.3 Focus on Related Sciences (each 1 SWS: Ethics, Medicine, Psychology, Sociology; 2 SWS : Law) 6 In this module, the student will learn to prioritize and apply inclusive intervention of children and youth with particular needs in the context of disability and disadvantage, focusing on family systems, and will deepen theoretical knowledge while putting it into action in conceptual and methodical intervention. This module is expected to include a significant number of projects and workshops. 13.11.2007 5
M 11 Area of Concentration: Social Inclusion of Adults 12 12 22 11.1 Life in Adulthood 2 11.2 Project Studies: Inclusive Education Work with Adults 4 11.3 Focus on Related Sciences (each 1 SWS: Ethics, Medicine, Psychology, Sociology; 2 SWS : Law) 6 The focal point of this module is personal life issues for adults with impairments: working, living, personal time and family systems. The area of work will include the imparting of specific theories, methods and concepts relating to occupational integration and rehabilitation. The areas of living, personal time and family systems will be termed quality of life for discourse purposes and will particularly focus on the needs of older persons with disabilities. This module is expected to include a significant number of projects and workshops. M 12 Foundations of Inclusive Education 4 4 6 12.1 Introduction to the Foundations of Inclusive Education 2 12.2 Education and Participation 2 In this module the principles of education will be conveyed. By approaching various pedagogical concepts, the theories, aims, methods and perspectives of the principles of education will be fundamentally evaluated and reflected upon in reference to Inclusive Education theory and practice. The organization of inclusive processes under difficult conditions, e.g. those resulting from poverty, social disadvantage and migration, will also be considered. M 13 Psychological Principles in Inclusive Education 6 6 10 13.1 Introduction to Psychological Foundations 2 13.2 Social Psychologie 2 13.3 Clinical Psychology and Clinical Developmental Psychology 2 This module will deal primarily with psychology, in particular learning and behavioral psychology as well as developmental, motivational, emotional, social and clinical psychology.. The focus will be people of all ages with special support in the physical, mental and social area, development of children, youth, adolescents and adults. 13.11.2007 6
M 14 Medical Principles in Special Needs Education 6 6 10 14.1 Social-medical Principles 2 14.2 Social-psychiatric Principles 2 14.3 Neuropsycholgical and Neurological Principles 2 This module examines Inclusive Education within a medical framework. The students will gain knowledge of the relevant foundations of social medicine, public health, social psychiatry and neurology. The module will also serve to delineate the position of Inclusive Education within the primary medical professions and to clarify its role within the interdisciplinary canon of the professions. Aims of this module include enabling the student to adopt a criticalreflective attitude of scientific thought, work and knowledge toward scientifically based concepts of health, illness and impairment. M 15 Social Foundations of Inclusive Education 4 4 7 15.1 General Introduction: Sociology in Inclusive Education 2 15.2 Theories of Socialization und Stigmatization 2 The aim of this module is to understand, through empirical science and experiential views, how social processes and social change affect the life circumstances and opportunities of the individual. Included are dimensions of social inequality, changes in personal relationships and the significance of socialization and identity, deviation and stigmatization. M 16 Anthropology in Inclusive Education 4 4 7 16.1 Introduction to Anthropological Principles 2 16.2 In-depth Seminar 2 This module deals with the theory and practice of Inclusive Education within an ethical and anthropological view. On the basis of philosophical-theological anthropology as well as ethical means, the student will focus on concrete individual cases and structural problem areas in order to develop a sense for the anthropological implications of all theories and practices relating to Inclusive Education. They will also create well-founded solutions and recommended methods on the basis of universally applied standards. An independent ability for the student to clarify his or her own activities and apply them to theoretical structures is a goal of this module, in addition to a moral orientation toward the occupation of remedial educator. 13.11.2007 7
M 17 Ethics in Inclusive Education 4 4 7 17.1 Ethical Foundations 2 17.2 Applied Ethics (Case Seminar) 2 In this module the students will learn to develop a sense for the ethical implications of concrete individual cases and structural problem areas on the basis of a philosophicaltheological anthropology of Special Needs Education as well as ethical (conceptualmethodological) means. Universally accepted standards which serve criticism and orientation are to be learned and used to enable the student to develop well-founded solutions and methods on this basis. The main aims are the independent ability to clarify activities and apply them to theoretical structures and to achieve a moral orientation toward the occupation of remedial educator. M 18 Legal Foundations in Inclusive Education I 4 4 7 18.1 Introduction to the BGB 1 18.2 The Disabled - Between Self-Determination und Heteronomy 2 18.3 The Disabled in Legal Guardianship Settings 1 Building on an introduction to the general section of the BGB (Civil Code) and employment contract law as a foundation for therapeutic intervention, parental care and the duties of caretakers will be discussed, including matters of legal guardianship. Carrying out the responsibilities of a legal representative, in particular regarding health care, creates a delicate balance between self-determination and heteronomy. Legal bases for putting minors or adults into care will also be discussed. Beyond questions concerning the justification for medical and home health intervention, selected legally punishable matters will be clarified. M 19 Legal Foundations in Inclusive Education II 4 4 7 19.1 Introduction to the Constitutional Principles of Inclusive Education / General Foundations of Social Support according to the SGB 1 19.2 SGB IX: Rehabilitation und Participation of the Disabled, Including the Rights of the Severely Disabled 2 19.3 Long-Term Care Insurance 1 Drawing upon the constitutional bases for the rights of ill or disabled individuals, the general foundations for social support, according to the Sozialgesetzbuch (book of social welfare law) I General Section - will be discussed, along with the general foundations of the legal area SGB IX, Part I, the rehabilitation and participation of people with special needs in connection with the corresponding instructions in the books of the SGB or the particular sections thereof in which compensation claims are made. 13.11.2007 8
M 20 Social and Health Policy Foundations in Inclusive Education 4 4 6 20.1 Introduction to the Social and Health Policy Foundations of Inclusive Education 2 20.2 In-depth Seminar 2 This module will contain a comprehensive presentation of the sociopolitical and economic conditions in the Federal Republic of Germany, with the concentration on social security systems. Herein the interdependence of the economic and sociopolitical systems will be demonstrated. The goal is the achievement of a basic familiarity with social security systems as well as the ability to bind economic, sociological and sociopolitical data and conditions within altered social structures. M 21 Foreign Language Competence in the Field of Study 4 4 4 21.1 Introductory Seminar 2 21.2 Continuation Seminar 2 By taking the English courses on offer, students can secure and broaden their competence in a foreign language in their specific field. This encompasses reading and speaking competence in order to gain access to and understand current English-language literature in the chosen field of study. The aim is to support the student s ability to take part in professional activities in other countries, as well as to enable the student to independently research foreign-language texts and understand their content. In specific cases a Sign Language option will be offered. M 22 Bachelor Thesis 12 The Bachelor s Thesis should ideally develop itself thematically from out of the content of the student s major area of study. In this module the students will deal with questions of Inclusive Education through the use of the scientific knowledge gained in the course as well as through consideration of the practical experiences gained at the same time. Totals 112 60 4 48 210 Credits per Semester 90 30 90 13.11.2007 9