当前位置: X-MOL 学术Ethnography and Education › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
In/sufficiently able: how teachers differentiate between pupils in inclusive classrooms
Ethnography and Education Pub Date : 2021-01-12 , DOI: 10.1080/17457823.2021.1871853
Thorsten Merl 1
Affiliation  

ABSTRACT

Due to the legal implementation of inclusion in the German school system, teachers face the challenge of implementing the joint learning of pupils with and without special educational needs in the classroom. But how do they do this? How do teachers differentiate between pupils in classroom practices and what differences do they produce throughout these practices? This article shows that teachers differentiate along the distinction of whether a pupil is (in the eyes of the teacher and in relation to the ability expectations) sufficiently or insufficiently able. It can be shown that this differentiation not only produces who is and who is not capable of acting accordingly, but also ensures membership for all pupils, because it allows the teachers to maintain the general ability expectations while at the same time reduce them for those that are deemed insufficiently able. Nevertheless, this leads to the re/production of disability in inclusive classes.



中文翻译:

有能力/有能力:教师如何在包容性教室中区分学生

摘要

由于在德国学校系统中依法实行了包容性,因此教师面临着在教室中实施有无特殊教育需求的学生共同学习的挑战。但是他们如何做到的呢?在课堂实践中,教师如何区分学生,在这些实践中它们会产生什么差异?本文表明,教师根据学生的能力(在教师的眼中以及与能力期望的关系)上的区分来区分。可以证明,这种区别不仅会产生谁是谁和谁没有能力相应地行动,而且还确保了所有学生的会员资格,因为它可以使教师保持对一般能力的期望,同时又将其降低为那些认为能力不足的期望。然而,这导致了包容性班级中残障人士的重生。

更新日期:2021-01-12
down
wechat
bug