@article{VockGronostajKretschmannetal.2018,
  author    = {Vock, Miriam and Gronostaj, Anna and Kretschmann, Julia and Westphal, Andrea},
  title     = {„Meine Lehrer m{\"o}gen mich" - Soziale Integration von Kindern mit sonderp{\"a}dagogischem F{\"o}rderbedarf im gemeinsamen Unterricht in der Grundschule},
  series = {DDS - Die Deutsche Schule},
  volume    = {110},
  journal   = {DDS - Die Deutsche Schule},
  number    = {2},
  publisher = {Waxmann},
  address   = {M{\"u}nster},
  issn      = {0012-0731},
  doi       = {10.31244/dds.2018.02.03},
  pages     = {124 -- 137},
  year      = {2018},
  abstract  = {Brandenburg startete im Schuljahr 2012/2013 das Pilotprojekt „Inklusive Grundschule" (PING). 35 dieser Pilot-Grundschulen wurden wissenschaftlich begleitet (vgl. Sp{\"o}rer, Schr{\"u}nder-Lenzen, Vock \& Maaz, 2015). In diesem Beitrag berichten wir Befunde zum sozialen Selbstkonzept, wie die Kinder das Klassenklima erleben und wie sie sich von ihrer Lehrkraft angenommen f{\"u}hlen. Untersucht wurden 1.435 Kinder in 61 inklusiven Klassen der Jahrgangsstufen 2 und 3. Es finden sich keine durchg{\"a}ngigen Nachteile bei Selbstkonzept und erlebtem Klassenklima f{\"u}r Kinder mit sonderp{\"a}dagogischem F{\"o}rderbedarf (SPF), jedoch f{\"u}hlen sich diese weniger von ihren Lehrkr{\"a}ften angenommen.},
  language  = {de}
}
@misc{Knigge2020,
  author    = {Knigge, Michel},
  title     = {Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {1},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-51914},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-519142},
  pages     = {6},
  year      = {2020},
  abstract  = {In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a 'whole-system approach'. After discussing different conceptions of inclusion and equity, he describes international policies which address them. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. One of these dimensions is the 'use of evidence'. In my comment, I want to focus on this dimension and discuss its scope and the potential to apply it in inclusive education development. As a first and important precondition, Ainscow explains that different circumstances lead to different linguistic uses of the term 'inclusive education'. Thus, the term 'inclusive education' does not refer to an identical set of objectives across countries, and neither does the term 'equity'.},
  language  = {en}
}
@article{Knigge2020,
  author    = {Knigge, Michel},
  title     = {Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education},
  series = {Nordic Journal of Studies in Educational Policy},
  volume    = {6},
  journal   = {Nordic Journal of Studies in Educational Policy},
  number    = {1},
  publisher = {Taylor \& Francis Group},
  address   = {London},
  issn      = {2002-0317},
  doi       = {10.1080/20020317.2020.1730093},
  pages     = {21 -- 24},
  year      = {2020},
  abstract  = {In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a 'whole-system approach'. After discussing different conceptions of inclusion and equity, he describes international policies which address them. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. One of these dimensions is the 'use of evidence'. In my comment, I want to focus on this dimension and discuss its scope and the potential to apply it in inclusive education development. As a first and important precondition, Ainscow explains that different circumstances lead to different linguistic uses of the term 'inclusive education'. Thus, the term 'inclusive education' does not refer to an identical set of objectives across countries, and neither does the term 'equity'.},
  language  = {en}
}
@article{BoernertRinglebWestphalZarubaetal.2020,
  author    = {B{\"o}rnert-Ringleb, Moritz and Westphal, Andrea and Zaruba, Nicole and Gutmann, Franziska and Vock, Miriam},
  title     = {The relationship between attitudes toward inclusion, beliefs about teaching and learning, and subsequent automatic evaluations amongst student teachers},
  series = {Frontiers in education},
  volume    = {5},
  journal   = {Frontiers in education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2020.584464},
  pages     = {11},
  year      = {2020},
  abstract  = {Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.},
  language  = {en}
}
@article{KobsEhlertLenkeitetal.2022,
  author    = {Kobs, Scarlett and Ehlert, Antje and Lenkeit, Jenny and Hartmann, Anne Therese and Sporer, Nadine and Knigge, Michel},
  title     = {The influence of individual and situational factors on teachers' justice ratings of classroom interactions},
  series = {Frontiers in psychology},
  volume    = {13},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2022.789110},
  pages     = {18},
  year      = {2022},
  abstract  = {Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students' feelings of belonging in school. In addition, their decisions of resource allocations also affect students' academic success. Both aspects underpin the importance of teachers' views on justice. This article aims to investigate what teachers consider to be just and how teacher characteristics and situational factors affect justice ratings of hypothetical student-teacher-interactions. In an experimental design, we randomly varied the description of the interacting student in text vignettes regarding his/her special educational need (SEN) (situational factor). We also collected data on teachers' attitudes toward inclusion and experiences with persons with disabilities (individual factors). A sample of in-service teachers in Germany (N = 2,254) rated randomized versions of two text vignettes. To also consider the effect of professional status, a sample of pre-service teachers (N = 275) did the same. Linear mixed effect models point to a negative effect of the SEN on justice ratings, meaning situations in which the interacting student is described with a SEN were rated less just compared to the control condition. As the interacting student in the situations was treated worse than the rest, this was indicative for the application of the need principle. Teachers with more positive attitudes toward inclusion rated the vignettes as significantly less just. Professional status also had a negative effect on justice ratings, with in-service teachers rating the interactions significantly lower than the pre-service teachers. Our results suggest that the teachers applied the principle of need in their ratings. Implications for inclusive teaching practices and future research are discussed further.},
  language  = {en}
}
@article{BlaesiusFriedrichSchirneck2021,
  author    = {Blaesius, Thomas and Friedrich, Tobias and Schirneck, Friedrich Martin},
  title     = {The complexity of dependency detection and discovery in relational databases},
  series = {Theoretical computer science},
  volume    = {900},
  journal   = {Theoretical computer science},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0304-3975},
  doi       = {10.1016/j.tcs.2021.11.020},
  pages     = {79 -- 96},
  year      = {2021},
  abstract  = {Multi-column dependencies in relational databases come associated with two different computational tasks. The detection problem is to decide whether a dependency of a certain type and size holds in a given database, the discovery problem asks to enumerate all valid dependencies of that type. We settle the complexity of both of these problems for unique column combinations (UCCs), functional dependencies (FDs), and inclusion dependencies (INDs). We show that the detection of UCCs and FDs is W[2]-complete when parameterized by the solution size. The discovery of inclusion-wise minimal UCCs is proven to be equivalent under parsimonious reductions to the transversal hypergraph problem of enumerating the minimal hitting sets of a hypergraph. The discovery of FDs is equivalent to the simultaneous enumeration of the hitting sets of multiple input hypergraphs. We further identify the detection of INDs as one of the first natural W[3]-complete problems. The discovery of maximal INDs is shown to be equivalent to enumerating the maximal satisfying assignments of antimonotone, 3-normalized Boolean formulas.},
  language  = {en}
}
@misc{Bartenwerfer2022,
  type      = {Master Thesis},
  author    = {Bartenwerfer, Dorothea},
  title     = {Technische Fachr{\"a}ume an Grundschulen},
  doi       = {10.25932/publishup-56293},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-562932},
  school      = {Universit{\"a}t Potsdam},
  pages     = {87},
  year      = {2022},
  abstract  = {Barrierefreiheit im Sinne (r{\"a}umlicher) Anpassung an heterogene Sch{\"u}lerschaften wurde bislang kaum an Schulen bzw. konkret im Technikunterricht erforscht. In dieser Arbeit wurden 5 Potsdamer Grundschulen unter dem Siegel „Schule des gemeinsamen Lernens" unter dem Aspekt der Barrierefreiheit in technischen Fachr{\"a}umen untersucht. Die Arbeit erfasst den Ist-Zustand {\"u}ber Einrichtung und Ausstattung technischer Fachr{\"a}ume an oben genannten Potsdamer Schulen und zeigt gleichzeitig verschiedene Fachraumkonzepte auf. Hierzu wurden technische Fachr{\"a}ume zum einen auf barrierefreie Elemente untersucht und zum anderen von WAT-Fachlehrkr{\"a}ften in Hinblick auf ihre Barrierefreiheit bewertet.},
  language  = {de}
}
@article{SpoererLenkeitBosseetal.2020,
  author    = {Sp{\"o}rer, Nadine and Lenkeit, Jenny and Bosse, Stefanie and Hartmann, Anne and Ehlert, Antje and Knigge, Michel},
  title     = {Students' perspective on inclusion},
  series = {International journal of educational research},
  volume    = {103},
  journal   = {International journal of educational research},
  publisher = {Elsevier Science},
  address   = {Oxford},
  issn      = {0883-0355},
  doi       = {10.1016/j.ijer.2020.101641},
  pages     = {13},
  year      = {2020},
  abstract  = {The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties. Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.},
  language  = {en}
}
@book{BossenBiegholdtTellischetal.2017,
  author    = {Bossen, Anja and Biegholdt, Georg and Tellisch, Christin and Steinmann, Brigitte},
  title     = {Sprache im Musikunterricht},
  series = {Potsdamer Schriftenreihe zur Musikp{\"a}dagogik},
  journal   = {Potsdamer Schriftenreihe zur Musikp{\"a}dagogik},
  number    = {5},
  editor    = {Bossen, Anja and Jank, Birgit},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-410-4},
  issn      = {2196-5080},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-399125},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {153},
  year      = {2017},
  abstract  = {Mit dem vorliegenden Band 5 der Potsdamer Schriftenreihe zur Musikp{\"a}dagogik wird die bildungspolitische Diskussion um den Stellenwert bewussten Sprachhandelns im Fach aufgegriffen. Ausgehend vom aktuellen Forschungsstand zum Thema „Sprache und Sprechen im Musikunterricht" werden Forschungsarbeiten vorgestellt, die in diesem Kontext zwischen 2013 und 2016 am Lehrstuhl f{\"u}r Musikp{\"a}dagogik und Musikdidaktik der Universit{\"a}t Potsdam entstanden sind. Die Beitr{\"a}ge skizzieren sowohl M{\"o}glichkeiten zur Umsetzung eines sprachbildenden Fachunterrichts Musik als auch soziale Aspekte sprachlichen Lehrerhandelns und setzen damit neue Impulse im musikp{\"a}dagogischen Diskurs. Die Ver{\"o}ffentlichung der vorliegenden Forschungsergebnisse wurde durch die Unterst{\"u}tzung des Ministeriums f{\"u}r Arbeit, Soziales, Gesundheit, Frauen und Familie des Landes Brandenburg und der Integrationsbeauftragten sowie durch die Universit{\"a}tsgesellschaft Potsdam e. V. erm{\"o}glicht.},
  language  = {de}
}
@masterthesis{Antolovic2018,
  type      = {Bachelor Thesis},
  author    = {Antolovic, Charis},
  title     = {Sinn-los in die R{\"o}hre schauen},
  doi       = {10.25932/publishup-47876},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-478766},
  school      = {Universit{\"a}t Potsdam},
  year      = {2018},
  abstract  = {Die vorliegende Arbeit besch{\"a}ftigt sich mit dem Etablierungsprozess der Barrierefreiheit im deutschen Fernsehen in Bezug auf die mediale Zug{\"a}nglichkeit. Dazu werden zuerst themenrelevante Begriffe wie „Behinderung", „Barrierefreiheit" und "Teilhabe" definiert. Anschließend wird aufgezeigt, wie sich das Bewusstsein f{\"u}r die Belange von Menschen mit Behinderungen ge{\"a}ndert hat und welche politischen Ver{\"a}nderungen Impulse f{\"u}r die Barrierefreiheit im Fernsehen gaben. Nach der Darstellung technischer Innovationen wird mit Hilfe von Experteninterviews und Stellungnahmen von Fernsehanstalten und Interessenverb{\"a}nden, sowie der Mediennutzungsstudie von Menschen mit Behinderungen die Entwicklung und der aktuelle Stand barrierefreier Angebote im Fernsehen erl{\"a}utert. Dies impliziert Untertitel, Geb{\"a}rdensprache, Audiodeskription und Leichte Sprache. Im Anschluss werden Grenzen und M{\"o}glichkeiten der Barrierefreiheit im Fernsehen betrachtet.},
  language  = {de}
}
@incollection{Ette2019,
  author    = {Ette, Ottmar},
  title     = {Pride and conviviality - pride in conviviality},
  series = {Taking Stock - Twenty-Five Years of Comparative Literary Research (Internationale Forschungen zur allgemeinen und vergleichenden Literaturwissenschaft)},
  volume    = {200},
  booktitle = {Taking Stock - Twenty-Five Years of Comparative Literary Research (Internationale Forschungen zur allgemeinen und vergleichenden Literaturwissenschaft)},
  publisher = {Brill Rodopi},
  address   = {Leiden [u.a.]},
  isbn      = {978-90-04-41035-0},
  issn      = {0929-6999},
  doi       = {10.1163/9789004410350_006},
  pages     = {121 -- 155},
  year      = {2019},
  abstract  = {Pride is linked to conviviality, to the practice of life-with-an-other, and to an awareness of the limitations of the life forms and life norms which guide and regulate the life of culturally, socially, and historically defined communities. Assuming this link, pride in living-together and conviviality appear as concepts creating a framework for future perspectives. But these concepts need a space in which they can unfold critically and confidently with a view to the future. For millennia, the literatures of the world have created this space of simulation and experimentation in which knowledge of how-to-live-with-an-other has been put down on paper through the open-ended tradition of writing. It is the space of the life forms and life norms of conviviality: it offers us prospective knowledge for the future by translating the imaginable into the thinkable, and the readable into the livable.},
  language  = {en}
}
@book{BossenLippJanketal.2018,
  author    = {Bossen, Anja and Lipp, Alexander and Jank, Birgit and Wysujack, Jan and Godau, Marc and Haacker, Frances and Wagner, Robert and M{\"o}hle, Jutta and Nikolayeva, Natalija},
  title     = {Musikarbeit im Kontext von Inklusion und Integration},
  series = {Potsdamer Schriftenreihe zur Musikp{\"a}dagogik},
  journal   = {Potsdamer Schriftenreihe zur Musikp{\"a}dagogik},
  number    = {6/2},
  editor    = {Bossen, Anja and Jank, Birgit},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-436-4},
  issn      = {2196-5080},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-413625},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {218},
  year      = {2018},
  abstract  = {Die zweiteilige Publikation „Musikarbeit im Kontext von Inklusion und Integration" der Potsdamer Schriftenreihe zur Musikp{\"a}dagogik beinhaltet Ertr{\"a}ge aus Veranstaltungen und Qualifikationsarbeiten mehrerer Jahre, die am Lehrstuhl f{\"u}r Musikp{\"a}dagogik und Musikdidaktik der Universit{\"a}t Potsdam entstanden sind. Beide B{\"a}nde enthalten neben theoretischen Beitr{\"a}gen auch Beitr{\"a}ge aus Praxis und Ausbildung in verschiedenen Berufsfeldern, die das besondere Potenzial musikalischer Bet{\"a}tigung f{\"u}r Inklusion und Integration anhand von best-practise-Beispielen darstellen und sind somit als umfassendes Studienmaterial konzipiert. Der zweite Band erweitert den im ersten Teil auf die Potenziale von Musik f{\"u}r Inklusion gesetzten Schwerpunkt um die Darstellung integrativer und inklusiver Potenziale einzelner ausgew{\"a}hlter musikalischer Aktivit{\"a}ten und Umgangsweisen mit Musik. Stand im ersten Band die Dokumentation der 2013 am Lehrstuhl f{\"u}r Musikp{\"a}dagogik und Musikdidaktik durchgef{\"u}hrten internationalen Fachtagung „Musikarbeit im Kontext von Inklusion und Integration" im Fokus, schließt der zweite Teil mit der Dokumentation eines interdisziplin{\"a}r und mehrperspektivisch angelegten Projektseminars an, das im Wintersemester 2016/2017 unter der Leitung von Prof. Dr. Birgit Jank durchgef{\"u}hrt wurde. Dieses Seminar setzte neue Impulse f{\"u}r die Entstehung weiterer musikp{\"a}dagogischer Forschungsarbeiten, aus denen konkrete Handlungsempfehlungen f{\"u}r die Musikarbeit in integrativen und inklusiven Unterrichtssettings abgeleitet werden k{\"o}nnen.},
  language  = {de}
}
@book{BossenHoeftTaenzeretal.2017,
  author    = {Bossen, Anja and H{\"o}ft, Tina and T{\"a}nzer, Bianca and Gerischer, Christiane and Platz, Jessica and Ferchow, Carolin and Tellisch, Christin and Peschel, Kathrin and Budweis, Birk},
  title     = {Musikarbeit im Kontext von Inklusion und Integration},
  series = {Potsdamer Schriftenreihe zur Musikp{\"a}dagogik},
  journal   = {Potsdamer Schriftenreihe zur Musikp{\"a}dagogik},
  number    = {6/1},
  editor    = {Jank, Birgit and Bossen, Anja},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-411-1},
  issn      = {2196-5080},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-400066},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {237},
  year      = {2017},
  abstract  = {Die zweiteilige Publikation „Musikarbeit im Kontext von Inklusion und Integration" der Potsdamer Schriftenreihe zur Musikp{\"a}dagogik beinhaltet Ertr{\"a}ge aus Veranstaltungen und Qualifikationsarbeiten mehrerer Jahre, die am Lehrstuhl f{\"u}r Musikp{\"a}dagogik und Musikdidaktik der Universit{\"a}t Potsdam entstanden sind. Beide B{\"a}nde enthalten neben theoretischen Beitr{\"a}gen auch Beitr{\"a}ge aus Praxis und Ausbildung in verschiedenen Berufsfeldern, die das besondere Potenzial musikalischer Bet{\"a}tigung f{\"u}r Inklusion und Integration anhand von best-practise-Beispielen darstellen und sind somit als umfassendes Studienmaterial konzipiert. Der erste Band legt den Schwerpunkt auf die Dokumentation der am Lehrstuhl f{\"u}r Musikp{\"a}dagogik und Musikdidaktik durchgef{\"u}hrten internationalen Fachtagung „Musik in sozialen Feldern und Inklusionskontexten" sowie auf Qualifikationsarbeiten, die im Anschluss an die Tagung entstanden sind. Die Ver{\"o}ffentlichung der vorliegenden Arbeits- und Forschungsergebnisse wurde durch die Unterst{\"u}tzung des Ministeriums f{\"u}r Arbeit, Soziales, Gesundheit, Frauen und Familie des Landes Brandenburg und der Integrationsbeauftragten sowie durch die Universit{\"a}tsgesellschaft Potsdam e. V. erm{\"o}glicht.},
  language  = {de}
}
@article{MoffittNardonZhang2020,
  author    = {Moffitt, Ursula E. and Nardon, Luciara and Zhang, Hui},
  title     = {Becoming Canadian},
  series = {International journal of intercultural relations},
  volume    = {78},
  journal   = {International journal of intercultural relations},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0147-1767},
  doi       = {10.1016/j.ijintrel.2019.06.004},
  pages     = {84 -- 95},
  year      = {2020},
  abstract  = {We investigate how economic immigrants in Canada negotiate their identity in the process of "becoming Canadian" through an analysis of public texts. Drawing on the master narrative framework, we examine the interplay between individual and societal narratives as immigrants grapple with the tension between notions of "desirable" immigrants as those that are well integrated professionally and the reality of facing career related barriers. Among those whose success stories align with the master narrative of professional attainment there was little questioning of this expectation, thereby allowing it to remain invisible. Among those who had not (yet) achieved work related success in the receiving country, they tended to engage alternative narratives elaborating on the antecedents, outcomes, and barriers to labor market participation. Despite the countering nature of these alternative narratives, they strengthen the societal expectation of professional success as a key pathway to inclusion, thereby reinforcing the rigidity of this narrative. We contribute to literature on the social construction of national identity by examining the process of becoming national and the role of labor market participation in immigrants' perceptions of inclusion in their new society. Our study highlights the importance of including immigrants' voices in the construction of a more inclusive society, which may aid in breaking down exclusionary narratives of national identity.},
  language  = {en}
}