Inclusive Vocational Training and Situation Definition (InklusiBuS)

To lead a self-determined life in dignity and to participate in society on an equal footing is an existential and unchangeable human right. Free access to high-quality and comprehensive education for all people is fundamental. The UN Convention on the Rights of Persons with Disabilities (Article 24) is considered a legally binding basis for this. People with and without disabilities or disadvantages should be able to go to school together and learn together.
In this project it is assumed that teaching-learning processes represent situations of action which people with their very individual perspectives have to interpret first in order to be able to learn together and not just side by side. This interpretation includes, among other things, the comprehension of other life worlds, the understanding of the respective teaching situation or the integration into the learning group. Learners who come from comparable social backgrounds interpret situations in a correspondingly similar way due to relatively similar backgrounds of experience.However, if the approaches differ significantly, as is to be expected in joint teaching, it is necessary to make the living environment of the students involved transparent in order to enable learning with the supposedly ´others´ in each case.
In the project, the question is how the different life worlds can be made visible and thus understandable.
The empiricism of the project ´InklusiBuS´ consists of two parts: In the first step, guided interviews were conducted with teachers, students and company trainers. In the second step, the results of these interviews were used as a basis for the development of survey instruments for a nationwide online survey of pedagogical staff. The interviews of the first part of the project are not available. The findings from the survey can be used for the further qualification of pedagogical professionals.<br>Topics:
Observed behavioral characteristics of students who reach their limits of understanding/tolerance;applied procedures to tap students´ lifeworlds in the classroom; use of observational strategies to tap lifeworlds; use of third party knowledge to tap lifeworlds; use of documents to tap lifeworlds; use of own life experience to open up lifeworlds; assessment of necessary prerequisites to understand lifeworlds; frequencies of certain teaching strategies used; frequency of use of strategies to guide processes in group work and collaboration of heterogeneous groups; frequency of collaborative exploration processes; frequency of use of strategies to experience other lifeworlds; frequency of joint exploring processes; frequency of use of strategies to design joint classes and bring about a change of perspective; use of methods to mediate different lifeworlds between students; frequency of use of argumentative strategies to affect students´ lifeworlds; agreement with statements about inclusion and teaching in heterogeneous groups; agreement with particular challenges and difficulties as a teacher in heterogeneous groups and experiences; Perceived impact of inclusive instruction in heterogeneous groups on own work as a teacher; fulfillment of necessary conditions for the expression of students´ lifeworlds.

Additionally coded:
Respondent ID; teacher’s field of vocational education and training, state of school, study number, GESIS archive version; digital object identifier.