Designing an inclusive school – developing teaching concepts and organisational structures for an inclusive school

The SING project connects specialist and occupational didactics with special education didactics in order to establish competences for the development of inclusive teaching as part of teacher training studies. Through this inclusive teaching, each individual pupil will be supported and empowered in their development. For this purpose, the more theoretical approaches of the vocational or subject-didactic development of learning environments will be combined with empirical approaches of case-based, research-based learning. A tool will be developed by which the subject-specific diagnostics of the learners' learning status can be combined with the subject-specific or occupational didactic analysis of the material to be mastered. It will then be possible to produce learning environments based on this. The didactically developed learning environment will be supported by educational technology and made available to all participants via a responsive learning platform. Learning results will also be recorded and evaluated for an assessment of the learning status and for counselling during the process.

Students examine, develop and evaluate teaching-learning settings that establish and develop universities and schools as places for inclusive learning. They are supervised by professional teams of lecturers from the fields of didactics and special education. The competences of the students will be collected and analysed during the process/project in order to be able to ascertain the effectiveness of the measure with regard to the development of teaching competences for inclusive specialist teaching and in order to be able to quickly implement adaptations into the teaching concept.

SING focuses on the micro level of educational design. However, the development of pedagogical programmes is not sustainable without developments at the school level – in this respect, SING is analysing the process management requirements for the organisation of inclusive schools in participating schools and is developing a pilot organisation model 'inclusive school'.