Research
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Research
Our research is dedicated to current issues in the field of language, communication and the acquisition of written language from the perspective of special and inclusive education. Among other things, the focus is on
- linguistic-communicative development and impairment of language and communication
- Diagnosis and promotion of early literacy as preparation for later written language acquisition
- The importance of the didactic concept of multiliteracies in inclusive education
- Promoting resilience after a high-risk birth (with a focus on language development and executive functions, among other things)
- Designing sensitive and responsive linguistic-communicative interactions between teachers and learners
- Inclusive didactics and lesson development
- Diagnostics and support concepts in heterogeneous learning groups
- Professionalisation of educational specialists
- Institutional and structural conditions of inclusive education
We work both qualitatively and quantitatively, theory-based and practice-oriented, and in close co-operation with national and international partners.
Risk birth and resilience - 2see2act2gether
Interdisciplinary research project as part of the "Programmes for Excellence" cluster
Co-operation partner
School VI:
Medicine and Health Sciences, Department for Human Medicine, University Clinic for Paediatrics and Adolescent Medicine and Profile Initiative "Centre for Early Development", University of Oldenburg
University Clinic for Gynaecology and Obstetrics
School I:
Educational and Social Sciences, Carl von Ossietzky
Institute of Social Sciences
Non-university co-operation partners
Max Planck Institute of Psychiatry Munich
Clinic for Radiology, Clinical Centre of the Ludwig-Maximilians-University Munich
Saarland University of Music
Bremen Initiative for Strengthening
Financing
State of Lower Saxony (MWK)
Volkswagen Foundation
Duration
01.10.2025 - 30.09.2029
Project description
With the increased chances of survival due to improved neonatal care, the risks of physical, cognitive, linguistic, motor and socio-emotional developmental abnormalities after premature birth have increased. The individual variability of early childhood development is significantly influenced by the child's ability to learn how to deal with environmental stimuli. Resilience arises through positive adaptation to challenging life situations (Masten et al., 2023). The positive effects of using everyday, elementary music education interventions on the regulatory abilities of premature infants in the context of the neonatal intensive care unit and immediately after discharge from hospital have been successfully demonstrated (Bieleninik, 2016; Clemencic-Jones et al., 2024). However, there is a lack of research findings in this group at preschool age.
The objectives of the interdisciplinary study "2see2act2gether" are therefore
i) to make resilience measurable in a group of at-risk preschool children, and
ii) to evaluate the effects of holistic support measures on the development of resilience-relevant skills, such as language and attention development.
In addition to the usual standardised psychological development tests, markers of hormone regulation, epigenetic profiles and imaging procedures will be collected.
Further information can be found under the following link: uol.de/aktuelles/feature/interdisziplinaritaet-setzt-impulse/risikogeburt-und-resilienz
Recording and promoting narrative and reading skills - development of digital process diagnostics with an integrated adaptive support concept for elementary and primary education (EuLe-F)
Co-operation partner
Institute for Special Educational Development and Rehabilitation, University of Rostock
Financing
BMBF, empirical educational research framework programme, support-related diagnostics in inclusive education (InkBi 2)
Duration
01.09.2021 - 31.08.2024
Project description
As part of the BMBF-funded joint project EuLe-F of the C. v. O. University of Oldenburg (Institute of Special Needs Education and Rehabilitation) with the University of Rostock (ISER), the EuLe 4-5 procedure (Meindl & Jungmann, 2019a) is being digitised and further developed into a process-diagnostic instrument for narrative and reading skills in the transition from kindergarten to primary school. Building on this, adaptive support options for the areas of narrative skills, written knowledge, word awareness, written awareness and letter knowledge will be designed. The aim of the project is to improve diagnosis-led, evidence-based literacy support in primary and elementary schools. The support diagnostic materials are optimised taking into account the assessments of the educational subjects and teachers and implemented in the educational institutions. This process is accompanied by formative evaluation. In addition, the summative evaluation will examine the extent to which the children benefit from the adaptive support diagnostics in their early literacy skills.
Inclusive teaching and learning settings in subject teaching (ILLSU)
Co-operation partners
Institute of Educational Sciences (Prof. Dr Maja Brückmann), Institute of Special Needs Education and Rehabilitation (Prof. Dr Anna-Maria Hintz), C.v.O. University of Oldenburg
Financing
Lower Saxony Ministry of Science and Culture, Higher Education Pact 2020, funding programme: Innovative teaching and learning concepts: Innovation Plus
Duration
01.10.2021 until 30.09.2022
Project staff
- Lisa Federkeil (focus: Augmentative and Alternative Communication and language-sensitive teaching)
- Madeleine Morhardt (focus: Structuring learning opportunities)
Project description
The aim of the project "Inclusive teaching and learning settings in subject teaching" (ILLSU) is to jointly develop and evaluate the module isb243 "Designing and evaluating inclusive teaching and learning settings" for students of special education and subject teaching in order to better prepare students for teaching in inclusive learning settings in the future.
The focus is on developing an innovative teaching concept that strengthens the subject of special needs education from an inclusion-related perspective and supports the training of students' professional competences in a research-based, process- and product-oriented manner. In order to be able to professionally meet the needs of as many pupils (SuS) as possible in a learning group in the future, even with a high level of diversity, the focus should be on structuring learning opportunities through common basic values and group and discussion rules based on these, classroom management based on Positive Behaviour Support (Carr et al, 2002) as well as relevant methods for designing language-sensitive (Leisen, 2013), language-promoting and language-based specialised teaching (Reber & Schönauer-Schneider, 2019) through to the use of augmentative and alternative communication (AAC) and digital media (Willke, 2014) within the framework concept of scaffolding (Gibbons, 2002).