INCLUSIVE PEDAGOGICAL PRACTICES IN BASIC EDUCATION: EXPERIENCES AND RESULTS

Abstract

Inclusive pedagogical content has found its way into teacher training programs almost everywhere. However, the content and implementation vary greatly depending on the federal state. What most student teachers have in common is that they themselves lack inclusive learning experiences from their own school days. In the case of special education students, many have prior experience working as assistants to children or adults with disabilities; however, there is a lack of common educational experience. This article examines the significance of such experiences in teacher training with regard to the development of an inclusive pedagogical attitude and draws initial conclusions.