INKLUSIVE PÄDAGOGIK [INCLUSIVE PEDAGOGY] DAS VORBILD EINER ERLEBNISMÄSSIGEN, SCHÜLERZENTRISCHEN UND SOZIALZENTRISCHEN SCHULE / INCLUSIVE PEDAGOGY [INCLUSIVE PEDAGOGY] THE MODEL OF AN EXPERIENTIAL, STUDENT-CENTRIC AND SOCIAL-CENTRIC SCHOOL
DOI:
https://doi.org/10.46827/ejoe.v8i2.4853Parole chiave:
inklusive Pädagogik (inclusive pedagogy, inclusive education), inklusive Schule (inclusive school), inklusives Lernen (inclusive learning)Abstract
Im Allgemeinen ist in der internationalen Literatur die Diskussion über die Notwendigkeit und über die Orientierungsmöglichkeiten der Schulbildung mit modernen inklusiven pädagogischen Ansätzen und gesellschaftlichen Visionen dominant. Dieser Artikel beschreibt, wie grundlegende inklusive Praktiken die Bedingungen für die Nachhaltigkeit der inklusiven Bildung schaffen. Folgerichtig kann die soziale, die erziehende und die pädagogische Schulorientierung sowie die Rolle der Schule selbst nicht von der Gestaltung von schülerzentrischen Lernumgebungen entfernt sein und dies ist hauptsächlich durch experimentelle Unterrichtsstrategien, durch den Beitrag von neuen Technologien in der Bildung, durch die fachübergreifende und interwissenschaftliche Annäherung der Kognitivobjekten des Lehrplans und durch die Erweiterung des Lernprozesses geschafft, etc. Letztendlich sind diese Themenobjekte von entscheidender Bedeutung für eine nachhaltige Entwicklung der modernen multikulturellen Gesellschaften.
The debate on the necessity and possibilities of orienting school education to modern educational approaches and inclusive social visions is dominant in the international literature. This article describes how fundamental inclusive practices create the conditions for the sustainability of inclusive education. Therefore, the social, educational and pedagogical orientation of the school cannot be separated from the creation of student-centered educational environments through experiential teaching strategies, the contribution of new technologies to education, the interdisciplinary approach of knowledge subjects of the curriculum, the expansion of the teaching practice through the introduction of innovative pedagogical proposals and educational interventions, etc. These issues are decisive in the direction of a sustainable development of modern multicultural societies.
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