Department of Inclusion and Development Support

Inclusion is associated with a pedagogical attitude that shapes the entire everyday school life. This attitude is based on the principle that all pupils have the right to education and social participation without discrimination - regardless of their individual circumstances. With the knowledge of the key influence of the teacher on learning at school, the teacher and their competence to act are of crucial importance with regard to the implementation of inclusive school practice.

It is essential that future teachers are appropriately qualified and trained to meet the challenges of inclusion in schools. At the same time, inclusion represents a special opportunity for student teachers to expand their pedagogical skills and prepare themselves for the diverse challenges of professional life. They learn to respond flexibly to the different needs of their pupils and adapt their lesson planning accordingly. In doing so, they develop a greater sensitivity for individual learning requirements.

How should school be designed? What characterizes inclusive teaching and an inclusive setting? How can discrimination be reduced? How can accessibility be achieved? How can a balance be achieved between individual learning requirements and teaching objectives? We address these questions through interdisciplinary research and teaching at the Department of Inclusion and Development Support (IPE).