Research
Contact
Research
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).