ABSTRACT

The course ‘Inclusive Education’ at the University of Vienna (UV) serves as a microcosm of national and international discourses. Policies such as the UN-CRPD run counter to established school systems and the latest developments in federal and state legislation. Against this backdrop, a small-scale study has been conducted to (a) examine the situation of pre-service teachers in inclusive education and (b) contextualise this against the experiences of self-advocating former special-school pupils, namely persons with learning difficulties who politically speak up for their own rights. Nine interviews (seven with pre-service teachers and two with self-advocates) have been analysed using Situational Analysis. An inclusive research approach has been applied at every step of the research process.

Findings show that pre-service teachers tend to get lost in the tension between their vision of inclusive education and the reality of special education. In this situation, self-advocates serve as allies who help to overcome these barriers through constant exchange. Since this inclusive research approach exists in academic teaching, a shift from inclusion in theory to inclusion in practice might be introduced to synthesise theory and practice.

摘要

维也纳大学（UV）的“全纳教育”课程是国内和国际话语的缩影。UN-CRPD 等政策与现有的学校系统以及联邦和州立法的最新发展背道而驰。在此背景下，进行了一项小规模研究，以(a) 审视全纳教育中职前教师的状况，以及(b) 将其与自我倡导的前特殊学校学生（即有学习能力的人）的经历结合起来在政治上为自己的权利发声的困难。使用情境分析对九次访谈（七次与职前教师进行访谈，两次与自我倡导者进行访谈）进行了分析。研究过程的每一步都采用了包容性研究方法。

调查结果表明，职前教师往往会在全纳教育愿景与特殊教育现实之间的紧张关系中迷失方向。在这种情况下，自我倡导者充当盟友，通过不断的交流帮助克服这些障碍。由于这种包容性研究方法存在于学术教学中，因此可以引入从理论包容性到实践包容性的转变，以综合理论和实践。