Erwachsenenbildung inklusive
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- Herausgeber
- Brandt, Peter
- Titel
- Erwachsenenbildung inklusive
- Zeitschrift
- DIE Zeitschrift für Erwachsenenbildung
- Ausgabe
- 2/2012
- Ort
- Bielefeld
- Verlag
- wbv
- ISBN
- 978-3-7639-5003-4
- Zitierlink
-
http://www.die-bonn.de/id/9383
Um diese Ausgabe zu zitieren, verwenden Sie bitte diese Internetadresse. - Abstract
- 2009 hat Deutschland die UN-Konvention über die Rechte von Menschen mit Behinderungen ratifiziert und sich dazu verpflichtet, ein inklusives Bildungssystem zu gewährleisten. Für die deutsche Erwachsenenbildung öffnet sich damit ein Handlungsfeld, das meist von der Behindertenhilfe beackert wurde und wird. Zugleich stellt dies die Erwachsenenbildung vor große Herausforderungen: Das Heft beschäftigt sich auf den Ebenen von System, Organisation und Didaktik mit den Anforderungen des Inklusionsgebotes an die deutsche Erwachsenenbildung. Dabei wird deutlich, dass Inklusion Grenzen hat und dass oft erst die zielgruppenbezogenen Angebote das für Inklusion nötige Empowerment schaffen.
Inhalt
22
(PDF)
Brandt, Peter
Inklusion braucht (nicht?) alle
Im Gespräch mit Martin Kronauer, Karl-Ernst Ackermann, Reinhard Burtscher, Eduard Jan Ditschek
26
(PDF)
Ackermann, Karl-Ernst
Zwischen den Stühlen
Erwachsenenbildung für Menschen mit geistigen Behinderungen
Caught between Two Stools. Adult Education for People with Intellectual Disabilities
The report analyses connecting factors for the manifestation of an inclusive approach in adult education for people with mental disabilities. It presents existing organisational forms and qualification paths. The core challenge is seen in the development of an inclusive professionalism which combines the expertise and competences existing in both general adult education and help for the disabled. The development of a position and an adequate approach to the irritating diversity of experience is a relevant issue, which will not leave space for entangled perspectives.
The report analyses connecting factors for the manifestation of an inclusive approach in adult education for people with mental disabilities. It presents existing organisational forms and qualification paths. The core challenge is seen in the development of an inclusive professionalism which combines the expertise and competences existing in both general adult education and help for the disabled. The development of a position and an adequate approach to the irritating diversity of experience is a relevant issue, which will not leave space for entangled perspectives.
30
(PDF)
Ditschek, Eduard Jan; Meisel, Klaus
Inklusion als Herausforderung für die Organisation
Auf dem Weg zur inklusiven Erwachsenenbildung Teil I
Inclusion – An Organisational Challenge. Steps towards Inclusive Adult Education. Part 1
The report evaluates the option of offering inclusive adult education at adult education centres on a larger scale. The compatibility of the new policy statement in adult education centres and the principle of inclusion are pointed out. Implications of the concept of inclusion are presented, which lead to the conclusion that inclusion can only be implemented with a comprehensive organisational development process. Based on this assumption, challenges for various areas in organisational development are outlined: public relations, accessibility, personnel development, pricing policy and networking. The authors suggest funding of inclusive development procedures by institutions for the disabled based on a participation-related involvement.
The report evaluates the option of offering inclusive adult education at adult education centres on a larger scale. The compatibility of the new policy statement in adult education centres and the principle of inclusion are pointed out. Implications of the concept of inclusion are presented, which lead to the conclusion that inclusion can only be implemented with a comprehensive organisational development process. Based on this assumption, challenges for various areas in organisational development are outlined: public relations, accessibility, personnel development, pricing policy and networking. The authors suggest funding of inclusive development procedures by institutions for the disabled based on a participation-related involvement.
34
(PDF)
Galle-Bammes, Michael
Neue Perspektiven für Programmplanung und Angebotsrealisierung
Auf dem Weg zur inklusiven Erwachsenenbildung Teil II
New Perspectives for Planning and Realization of Programmes. Steps towards Inclusive Adult Education. Part II
The report focuses on the challenges of the inclusive paradigm in programme planning and implementation. Four strategic approaches are presented which facilitate the access to inclusive adult education. (1) Access to existing programmes needs to be generally facilitated for people with disabilities. (2) Cultural education is especially predestined to be in the focus. (3) People with and without disabilities can particularly benefit from programmes for heterogeneous groups of learners. (4) Specific programmes guarantee the necessary empowerment for inclusion.
The report focuses on the challenges of the inclusive paradigm in programme planning and implementation. Four strategic approaches are presented which facilitate the access to inclusive adult education. (1) Access to existing programmes needs to be generally facilitated for people with disabilities. (2) Cultural education is especially predestined to be in the focus. (3) People with and without disabilities can particularly benefit from programmes for heterogeneous groups of learners. (4) Specific programmes guarantee the necessary empowerment for inclusion.
37
(PDF)
Papadopoulos, Christian
Barrierefreiheit als didaktische Herausforderung
Auf dem Weg zur inklusiven Erwachsenenbildung Teil III
Accessibility – A Didactic Challenge. Steps towards Inclusive Adult Education. Part III
Based on the access rights to all public education, the author evaluates the dimensions of accessibility to be considered in planning and implementing inclusive adult educational programmes. Constructional prerequisites are brushed though the main focus is on the techniques of barrier-free communication which are micro-didactically described more critically as a “two sense approach”. The last paragraph reflects the difference of desirable and feasible and pledges for more experience with inclusive education.
Based on the access rights to all public education, the author evaluates the dimensions of accessibility to be considered in planning and implementing inclusive adult educational programmes. Constructional prerequisites are brushed though the main focus is on the techniques of barrier-free communication which are micro-didactically described more critically as a “two sense approach”. The last paragraph reflects the difference of desirable and feasible and pledges for more experience with inclusive education.
40
(PDF)
Ackermann, Karl-Ernst
Unteilbar, aber doch begrenzt
Inklusion angesichts schwerer und mehrfacher Behinderung und im Lichte dänischer Erfahrungen
Indivisible but Limited. Inclusion in View of Severe and Multiple Disabilities in the Light of the Danish Experiences
“Indivisibility“ is given the upmost priority in the discussion about inclusion. Does “indivisible” also imply “unlimited”? The author sees limitations to the right of inclusive adult education. Acknowledging these limitations is a prerequisite for developing successful forms of inclusion. Not attracting a sufficient number of “non-disabled” participants is a limitation of programmes for people with complex disabilities. Another limitation becomes apparent in the light of the Danish experiences: People with and without disabilities have a great need for their own culture. Both limitations are adjustable.
“Indivisibility“ is given the upmost priority in the discussion about inclusion. Does “indivisible” also imply “unlimited”? The author sees limitations to the right of inclusive adult education. Acknowledging these limitations is a prerequisite for developing successful forms of inclusion. Not attracting a sufficient number of “non-disabled” participants is a limitation of programmes for people with complex disabilities. Another limitation becomes apparent in the light of the Danish experiences: People with and without disabilities have a great need for their own culture. Both limitations are adjustable.
45
(PDF)
Deimel, Karin C.; Strauch, Anne
Kompetenzerfassung für Mitarbeitende in der Behindertenarbeit
Erfahrungen aus dem Franz Sales Haus zu Essen
Competence Assessment in Working with the Disabled. Experiences Gathered in Franz Sales House in Essen
The report focuses on the challenges of implementing a system for competence assessment in the Franz Sales House in Essen – a social institution for the disabled. The authors point out methods for the competence assessment of employees in a social institution to adjust them to future requirements and use them as a base for an effective management of educational processes. Experiences gathered in practice take characteristics of working with the disabled into account and provide understanding for general competence research.
The report focuses on the challenges of implementing a system for competence assessment in the Franz Sales House in Essen – a social institution for the disabled. The authors point out methods for the competence assessment of employees in a social institution to adjust them to future requirements and use them as a base for an effective management of educational processes. Experiences gathered in practice take characteristics of working with the disabled into account and provide understanding for general competence research.