TY - THES A1 - Antolovic, Charis T1 - Sinn-los in die Röhre schauen BT - eine Mediengeschichte des barrierefreien Fernsehens in Deutschland BT - a media history of accessible television in Germany N2 - Die vorliegende Arbeit beschäftigt sich mit dem Etablierungsprozess der Barrierefreiheit im deutschen Fernsehen in Bezug auf die mediale Zugänglichkeit. Dazu werden zuerst themenrelevante Begriffe wie „Behinderung“, „Barrierefreiheit“ und "Teilhabe“ definiert. Anschließend wird aufgezeigt, wie sich das Bewusstsein für die Belange von Menschen mit Behinderungen geändert hat und welche politischen Veränderungen Impulse für die Barrierefreiheit im Fernsehen gaben. Nach der Darstellung technischer Innovationen wird mit Hilfe von Experteninterviews und Stellungnahmen von Fernsehanstalten und Interessenverbänden, sowie der Mediennutzungsstudie von Menschen mit Behinderungen die Entwicklung und der aktuelle Stand barrierefreier Angebote im Fernsehen erläutert. Dies impliziert Untertitel, Gebärdensprache, Audiodeskription und Leichte Sprache. Im Anschluss werden Grenzen und Möglichkeiten der Barrierefreiheit im Fernsehen betrachtet. N2 - The present paper deals with the establishment process of accessibility in German television regarding the media access. First of all, relevant terms like "disability", "accessibility" and "participation" are defined. Subsequently, it is shown how the awareness for the concerns of people with disabilities changed over the past years and what political changes gave impulses for greater accessibility in television. After the presentation of technical innovations, the development and current status are examined. The research is supported by interviews with experts, comments from television broadcasters and interest groups as well as the media usage study of people with disabilities. This implies subtitles, sign language, audio description and easy language. At the end limits and possibilities of accessibility in television are discussed. T2 - Television without sense(s) KW - Barrierefreiheit KW - barrierefreies Fernsehen KW - Behinderung KW - Teilhabe KW - Inklusion KW - disability KW - accessibility KW - accessible television KW - inclusion KW - participation Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-478766 ER - TY - THES A1 - Bartenwerfer, Dorothea T1 - Technische Fachräume an Grundschulen T1 - Technical specialist rooms at primary schools BT - eine qualitative Analyse zur Ausstattung von Fachräumen an Potsdamer Grundschulen in Bezug auf heterogene Schülerschaften BT - a qualitative analysis of the equipment of specialist rooms at Potsdam primary schools with regard to heterogeneous students N2 - Barrierefreiheit im Sinne (räumlicher) Anpassung an heterogene Schülerschaften 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 Fachräumen untersucht. Die Arbeit erfasst den Ist-Zustand über Einrichtung und Ausstattung technischer Fachräume an oben genannten Potsdamer Schulen und zeigt gleichzeitig verschiedene Fachraumkonzepte auf. Hierzu wurden technische Fachräume zum einen auf barrierefreie Elemente untersucht und zum anderen von WAT-Fachlehrkräften in Hinblick auf ihre Barrierefreiheit bewertet. N2 - The thesis refers to qualitative research in which technical classrooms at Potsdam primary schools were examined for their accessibility in the sense of spatial adaptation to heterogeneous students. 5 specialist rooms were researched by examining them for barrier-free elements and assessing them by specialist teachers. The thesis shows the current state of current technical specialist areas. KW - Barrierefreiheit KW - technische Fachräume KW - Heterogenität KW - heterogene Schülerschaften KW - Ausstattung KW - Technikunterricht KW - Inklusion KW - Grundschule KW - Schule KW - equipment KW - accessibility KW - primary school KW - heterogeneity KW - inclusion KW - school KW - technology lesson KW - heterogeneous students KW - technical specialist rooms Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-562932 ER - TY - JOUR A1 - Blaesius, Thomas A1 - Friedrich, Tobias A1 - Schirneck, Friedrich Martin T1 - The complexity of dependency detection and discovery in relational databases JF - Theoretical computer science N2 - 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. KW - data profiling KW - enumeration complexity KW - functional dependency KW - inclusion KW - dependency KW - parameterized complexity KW - parsimonious reduction KW - transversal hypergraph KW - Unique column combination KW - W[3]-completeness Y1 - 2021 U6 - https://doi.org/10.1016/j.tcs.2021.11.020 SN - 0304-3975 SN - 1879-2294 VL - 900 SP - 79 EP - 96 PB - Elsevier CY - Amsterdam ER - TY - BOOK A1 - Bossen, Anja A1 - Biegholdt, Georg A1 - Tellisch, Christin A1 - Steinmann, Brigitte ED - Bossen, Anja ED - Jank, Birgit T1 - Sprache im Musikunterricht BT - Ausgewählte Aspekte sprachbewussten Handelns im Kontext von Inklusion T3 - Potsdamer Schriftenreihe zur Musikpädagogik N2 - Mit dem vorliegenden Band 5 der Potsdamer Schriftenreihe zur Musikpädagogik 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 für Musikpädagogik und Musikdidaktik der Universität Potsdam entstanden sind. Die Beiträge skizzieren sowohl Möglichkeiten zur Umsetzung eines sprachbildenden Fachunterrichts Musik als auch soziale Aspekte sprachlichen Lehrerhandelns und setzen damit neue Impulse im musikpädagogischen Diskurs. Die Veröffentlichung der vorliegenden Forschungsergebnisse wurde durch die Unterstützung des Ministeriums für Arbeit, Soziales, Gesundheit, Frauen und Familie des Landes Brandenburg und der Integrationsbeauftragten sowie durch die Universitätsgesellschaft Potsdam e. V. ermöglicht. T3 - Potsdamer Schriftenreihe zur Musikpädagogik - 5 KW - Musikunterricht KW - Inklusion KW - Sprache KW - Lehrer KW - Interaktion KW - music in school KW - inclusion KW - language KW - teacher KW - interaction Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399125 SN - 978-3-86956-410-4 SN - 2196-5080 SN - 1861-8529 IS - 5 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Bossen, Anja A1 - Höft, Tina A1 - Tänzer, Bianca A1 - Gerischer, Christiane A1 - Platz, Jessica A1 - Ferchow, Carolin A1 - Tellisch, Christin A1 - Peschel, Kathrin A1 - Budweis, Birk ED - Jank, Birgit ED - Bossen, Anja T1 - Musikarbeit im Kontext von Inklusion und Integration BT - Wissenschaftliche Edition T3 - Potsdamer Schriftenreihe zur Musikpädagogik N2 - Die zweiteilige Publikation „Musikarbeit im Kontext von Inklusion und Integration“ der Potsdamer Schriftenreihe zur Musikpädagogik beinhaltet Erträge aus Veranstaltungen und Qualifikationsarbeiten mehrerer Jahre, die am Lehrstuhl für Musikpädagogik und Musikdidaktik der Universität Potsdam entstanden sind. Beide Bände enthalten neben theoretischen Beiträgen auch Beiträge aus Praxis und Ausbildung in verschiedenen Berufsfeldern, die das besondere Potenzial musikalischer Betätigung für 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 für Musikpädagogik und Musikdidaktik durchgeführten internationalen Fachtagung „Musik in sozialen Feldern und Inklusionskontexten“ sowie auf Qualifikationsarbeiten, die im Anschluss an die Tagung entstanden sind. Die Veröffentlichung der vorliegenden Arbeits- und Forschungsergebnisse wurde durch die Unterstützung des Ministeriums für Arbeit, Soziales, Gesundheit, Frauen und Familie des Landes Brandenburg und der Integrationsbeauftragten sowie durch die Universitätsgesellschaft Potsdam e. V. ermöglicht. T3 - Potsdamer Schriftenreihe zur Musikpädagogik - 6/1 KW - Inklusion KW - Musik in der Sozialen Arbeit KW - Musikunterricht KW - Integration KW - inclusion KW - music in social work KW - music education KW - integration Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-400066 SN - 978-3-86956-411-1 SN - 2196-5080 SN - 1861-8529 IS - 6/1 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Bossen, Anja A1 - Lipp, Alexander A1 - Jank, Birgit A1 - Wysujack, Jan A1 - Godau, Marc A1 - Haacker, Frances A1 - Wagner, Robert A1 - Möhle, Jutta A1 - Nikolayeva, Natalija ED - Bossen, Anja ED - Jank, Birgit T1 - Musikarbeit im Kontext von Inklusion und Integration BT - Projektberichte und Studienmaterial T3 - Potsdamer Schriftenreihe zur Musikpädagogik N2 - Die zweiteilige Publikation „Musikarbeit im Kontext von Inklusion und Integration“ der Potsdamer Schriftenreihe zur Musikpädagogik beinhaltet Erträge aus Veranstaltungen und Qualifikationsarbeiten mehrerer Jahre, die am Lehrstuhl für Musikpädagogik und Musikdidaktik der Universität Potsdam entstanden sind. Beide Bände enthalten neben theoretischen Beiträgen auch Beiträge aus Praxis und Ausbildung in verschiedenen Berufsfeldern, die das besondere Potenzial musikalischer Betätigung für 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 für Inklusion gesetzten Schwerpunkt um die Darstellung integrativer und inklusiver Potenziale einzelner ausgewählter musikalischer Aktivitäten und Umgangsweisen mit Musik. Stand im ersten Band die Dokumentation der 2013 am Lehrstuhl für Musikpädagogik und Musikdidaktik durchgeführten internationalen Fachtagung „Musikarbeit im Kontext von Inklusion und Integration“ im Fokus, schließt der zweite Teil mit der Dokumentation eines interdisziplinär und mehrperspektivisch angelegten Projektseminars an, das im Wintersemester 2016/2017 unter der Leitung von Prof. Dr. Birgit Jank durchgeführt wurde. Dieses Seminar setzte neue Impulse für die Entstehung weiterer musikpädagogischer Forschungsarbeiten, aus denen konkrete Handlungsempfehlungen für die Musikarbeit in integrativen und inklusiven Unterrichtssettings abgeleitet werden können. T3 - Potsdamer Schriftenreihe zur Musikpädagogik - 6/2 KW - Inklusion KW - Musik in der Sozialen Arbeit KW - Musikunterricht KW - Integration KW - inclusion KW - music in social work KW - music education KW - integration Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-413625 SN - 978-3-86956-436-4 SN - 2196-5080 SN - 1861-8529 IS - 6/2 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Börnert-Ringleb, Moritz A1 - Westphal, Andrea A1 - Zaruba, Nicole A1 - Gutmann, Franziska A1 - Vock, Miriam T1 - The relationship between attitudes toward inclusion, beliefs about teaching and learning, and subsequent automatic evaluations amongst student teachers JF - Frontiers in education N2 - 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. KW - inclusion KW - attitudes KW - teaching KW - automatic evaluation KW - beliefs KW - implicit Y1 - 2020 U6 - https://doi.org/10.3389/feduc.2020.584464 SN - 2504-284X VL - 5 PB - Frontiers Media CY - Lausanne ER - TY - CHAP A1 - Ette, Ottmar T1 - Pride and conviviality - pride in conviviality BT - the rise and recognition of a prospective force T2 - Taking Stock – Twenty-Five Years of Comparative Literary Research (Internationale Forschungen zur allgemeinen und vergleichenden Literaturwissenschaft) N2 - 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. KW - pride KW - conviviality KW - inclusion KW - patriotism KW - literatures of the world Y1 - 2019 SN - 978-90-04-41035-0 SN - 978-90-04-40828-9 U6 - https://doi.org/10.1163/9789004410350_006 SN - 0929-6999 VL - 200 SP - 121 EP - 155 PB - Brill Rodopi CY - Leiden [u.a.] ER - TY - GEN A1 - Knigge, Michel T1 - Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education BT - Lessons from international experiences T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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’. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 872 KW - evidence KW - inclusion KW - education KW - evaluation KW - practice Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-519142 SN - 1866-8364 IS - 1 ER - TY - JOUR A1 - Knigge, Michel T1 - Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education BT - Lessons from international experiences JF - Nordic Journal of Studies in Educational Policy N2 - 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’. KW - evidence KW - inclusion KW - education KW - evaluation KW - practice Y1 - 2020 U6 - https://doi.org/10.1080/20020317.2020.1730093 SN - 2002-0317 VL - 6 IS - 1 SP - 21 EP - 24 PB - Taylor & Francis Group CY - London ER - TY - JOUR A1 - Kobs, Scarlett A1 - Ehlert, Antje A1 - Lenkeit, Jenny A1 - Hartmann, Anne Therese A1 - Sporer, Nadine A1 - Knigge, Michel T1 - The influence of individual and situational factors on teachers' justice ratings of classroom interactions JF - Frontiers in psychology N2 - 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. KW - classroom interactions KW - justice KW - special educational need KW - ratings KW - inclusion Y1 - 2022 U6 - https://doi.org/10.3389/fpsyg.2022.789110 SN - 1664-1078 VL - 13 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Moffitt, Ursula E. A1 - Nardon, Luciara A1 - Zhang, Hui T1 - Becoming Canadian BT - immigrant narratives of professional attainment JF - International journal of intercultural relations N2 - 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. KW - inclusion KW - national identity KW - identity work KW - markers of inclusion KW - immigrants KW - master narratives Y1 - 2020 U6 - https://doi.org/10.1016/j.ijintrel.2019.06.004 SN - 0147-1767 SN - 1873-7552 VL - 78 SP - 84 EP - 95 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Spörer, Nadine A1 - Lenkeit, Jenny A1 - Bosse, Stefanie A1 - Hartmann, Anne A1 - Ehlert, Antje A1 - Knigge, Michel T1 - Students’ perspective on inclusion BT - Relations of attitudes towards inclusive education and self-perceptions of peer relations JF - International journal of educational research N2 - 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. KW - peer relations KW - inclusion KW - students KW - attitudes KW - special educational KW - needs Y1 - 2020 U6 - https://doi.org/10.1016/j.ijer.2020.101641 SN - 0883-0355 SN - 2666-3740 VL - 103 PB - Elsevier Science CY - Oxford ER - TY - JOUR A1 - Vock, Miriam A1 - Gronostaj, Anna A1 - Kretschmann, Julia A1 - Westphal, Andrea T1 - „Meine Lehrer mögen mich“ – Soziale Integration von Kindern mit sonderpädagogischem Förderbedarf im gemeinsamen Unterricht in der Grundschule T1 - "My Teachers Like Me" - Social Integration of Children with Special Educational Needs in Inclusive Classes BT - Befunde aus dem Pilotprojekt „Inklusive Grundschule“ im Land Brandenburg BT - Findings from the Pilot Project "Inclusive Primary Schools" in the German State of Brandenburg JF - DDS – Die Deutsche Schule N2 - Brandenburg startete im Schuljahr 2012/2013 das Pilotprojekt „Inklusive Grundschule“ (PING). 35 dieser Pilot-Grundschulen wurden wissenschaftlich begleitet (vgl. Spörer, Schründer-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 fühlen. Untersucht wurden 1.435 Kinder in 61 inklusiven Klassen der Jahrgangsstufen 2 und 3. Es finden sich keine durchgängigen Nachteile bei Selbstkonzept und erlebtem Klassenklima für Kinder mit sonderpädagogischem Förderbedarf (SPF), jedoch fühlen sich diese weniger von ihren Lehrkräften angenommen. N2 - Brandenburg started the pilot project "Inclusive Primary Schools" (PING) in the school year 2012/2013. 35 of these pilot primary schools were scientifically supported (cp. Sporer, Schrunder-Lenzen, Vock & Maaz, 2015). In this article we report findings on the social self-concept, how children experience the class climate, and how they feel accepted by their teachers. The study examined 1,435 children in 61 inclusive 2nd and 3rd grade classes. There are no consistent disadvantages regarding self-concept and experienced class climate for children with special educational needs, but they feel less accepted by their teachers. KW - inclusion KW - primary school KW - social integration KW - special educational needs KW - inclusive education KW - Inklusion KW - Grundschule KW - soziale Integration KW - Förderbedarf KW - gemeinsamer Unterricht Y1 - 2018 U6 - https://doi.org/10.31244/dds.2018.02.03 SN - 0012-0731 VL - 110 IS - 2 SP - 124 EP - 137 PB - Waxmann CY - Münster ER -