ABSTRACT

Over the last decade, several educational reforms have aimed to make the Austrian education system more inclusive by promoting individualised learning, differentiated instruction, and enabling forms of support for all students. Within pertinent policy papers, cooperative teaching and additional rooms for instruction are considered prerequisites for inclusive education. In this paper, I explore the implementation of these policies in situ by drawing on different types of qualitative data. Borrowing concepts from human geography and dis/ability studies in education, I reconstruct what I call ability-space-regimes of three different educational settings at Austrian secondary schools. In particular, I investigate the role of additional rooms in the construction of pedagogical spaces, intended to enable teachers to practice differentiated modes of instruction and promote individualised learning. After discussing the results, I draw conclusions regarding inclusive education policies within meritocratic education systems and the role of space and ability expectations.

摘要

在过去十年中，多项教育改革旨在通过促进个性化学习、差异化教学和为所有学生提供支持形式，使奥地利教育体系更具包容性。在相关政策文件中，合作教学和额外的教学空间被认为是全纳教育的先决条件。在本文中，我利用不同类型的定性数据探讨了这些政策的原位实施情况。借鉴人文地理学和教育中的残疾/能力研究的概念，我重建了我所说的奥地利中学三种不同教育环境的能力-空间-制度。我特别研究了额外房间在教学空间建设中的作用，旨在使教师能够实践差异化的教学模式并促进个性化学习。在讨论结果后，我得出了关于精英教育系统中的全纳教育政策以及空间和能力期望的作用的结论。