• Report on a German-Iraqi research co-operation
• Interview in the Nordwestzeitung from 10 October 2011
• Report from the International Relations Office (IRO) from the December 2011 issue
• Report from the Uni-Info December 2011
• Presentation of the research trip on 02.11.2011
• Presentation at the University of Mustansriya in Baghdad
• Report VDS in December 2011, Rehabilitation in Iraq
• rehabilit
• Short report on the scientific working visit of the President and other scientists of the University of Duhok/Kurdistan/Iraq in May 2014 and as English version
• Photo documentation Visit of the Kurdish Scientists to Oldenburg May 2014

Research team:

Head: Prof. Dr Monika Ortmann

Certified remedial teacher Sven Jennessen

Christian Bruns (student assistant)

In collaboration with: Kathrin Uhrlau, special education teacher

Duration of the project: May 2000 - October 2002

Contact: Sven Jennessen, Tel. 0441-7983674, Email: sven.jennessen@uol.de

Funded by the Ministry of Science of the State of Lower Saxony

Initial situation:

The "Health Research 2000" programme drawn up by the Federal Ministry of Research and Technology in 1993 already expressly points out that the special conditions of the psychosocial development of children and adolescents with progressive illnesses have so far been insufficiently researched scientifically and taken into account in educational practice.

Psychosomatic disorders, problems of coping with illness and the social integration of these children pose special qualification requirements for the pedagogical handling of this problem area. Particularly in schools for the physically disabled, where children and young people with chronic or progressive illnesses are predominantly taught, teachers who are unqualified or insufficiently qualified for the pre-, peri- and post-behavioural support areas are confronted with particularly stressful situations. The academic appointments of these teachers are often characterised by a lack of orientation on a theoretical level and by personal fears and helplessness on a practical level.

Teachers often take refuge in avoidance and suppression strategies due to the social taboo surrounding the problem of "dying and death" and the current threat to the physiological and psychological integrity of the children and young people concerned in view of the probable occurrence of their early death.

The class and school community of the child or adolescent with a progressive illness often lacks the necessary educational guidance, support and counselling to cope appropriately with the dying and death of their friends/fellow pupils. As a result, both the progressively ill pupils and their classmates experience an inability to act and communicate as well as tabooing in the context of death and dying.

Aims of the research project

Based on the basic assumption that culturally and socially conditioned, subjective theories of teachers and pupils prevent an open and direct confrontation with the experience of "dying and death", the research project sets itself the task of finding out whether the subjective theories the subjective theories, cognitions and attributions of meaning of teachers on the topic can be influenced in such a way that they develop competences that enable them to accompany chronically and terminally ill pupils and to support the social environment (classmates, parents).

In addition, the results of the research work should provide information about the pre- and perithanatal experiences and actions of children and adolescents with terminal illnesses, both with regard to their psychosocial development and their learning behaviour at school. Post-thanatal coping strategies of affected teachers and classmates are also investigated and qualitatively analysed as part of the research work.

Another thematic focus of the project is the exploration of possibilities for stress prevention and social support for teachers and the design of further training opportunities for educators based on the findings.

Field of investigation

The special school for the physically disabled as a learning and living environment for children and adolescents with terminal illnesses is the focus of the research activities. The research team approaches the above-mentioned questions using the following methodological approaches:

- Problem-centred interviews with teachers

- Lesson observations

- Counselling of teachers

- Further training for teachers

Selection of literature

Monika Ortmann:

-" Progredient erkrankte Schüler als schulpädagogische Herausforderung für die Körperbehindertenpädagogik", Zeitschrift für Heilpädagogik, 46th volume, issue 4/1995, pp. 160-167

-" Progredient erkrankte Kinder und Jugendliche - Pädagogische Aufgaben und Probleme im prä-, peri- und postthanatalen Problemkreis", Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete. Vol. 65, Issue 4/1996, pp. 502-526

-" Qualification for the educational handling of progressively ill pupils of primary school age", Sonderpädagogik. Vol. 27, Issue 1/1997, pp. 30-39

- "Preserving the personal dignity of the child. Dealing with death and dying at school", Das Band. Journal of the Federal Association for People with Physical and Multiple Disabilities, vol. 28, issue 4, 1997, pp. 12-16

- "Theory and practice of educational support for chronically ill and terminally ill children". In: Bergeest, H. & Hansen, G. (eds.): Theories of pedagogy for the physically handicapped, Bad Heilbrunn 1999, pp. 383-410

Research team:

Eileen Schwarzenberg

Birgit Hennig

Carl Hehmsoth

Start of project:

October 2010

Background and research objective:

A large number of soldiers and civilians have been killed and injured in Iraq as a result of the three recent wars and the fighting that continues to this day. The demographic development in Iraq differs significantly from ours, as around 50 per cent of the population is under the age of 15, i.e. there is a very high number of war-wounded children, adolescents and young adults. It is currently not possible to put an exact figure on the number of war-wounded and traumatised people due to a lack of problem-related information. UNICEF assumes that at least 10 per cent of all children of primary school age in Iraq are traumatised. Experience with war-wounded and traumatised children and young people shows that many of those affected will have to struggle with recurring images of war, thoughts and fears (flashbacks) for the rest of their lives.

Due to the destruction of the entire infrastructure, adequate acute medical care, treatment for specific illnesses and injuries and the necessary subsequent curative rehabilitation are not possible. Impending permanent damage and disabilities cannot be cured or reduced through prevention and intervention; they manifest themselves as disabilities that restrict quality of life and performance.

In this context, it is important to point out, with reference to international aid organisations (Red Cross; Red Crescent; United Nations Refugee Agency), that a large number of schools and educational facilities have been destroyed. Only three out of four children are able to attend school. The reasons for this are, for example, serious war injuries, the lack of infrastructure (lack of school buses; few means of public transport; destroyed roads and pavements; destroyed school buildings and a lack of teaching staff).

Among other things, the Iraqi state is faced with the following difficult post-war task: physically disabled, traumatised young people, some with severe and very severe injuries, disabilities with missing limbs and chronic and progressive illnesses, must be integrated into the restructuring and newly forming society, trained and prepared for a life that is as independent as possible. This requires largely barrier-free architecture, the provision of appropriate aids, the guarantee of the right to education, appropriate schooling, special assistance and facilities for academic appointments and special rights with regard to Allowances for special needs for people with disabilities.

The intention of our co-operation and research initiative is to support Iraqi scientists and ministerial decision-makers in developing an interdisciplinary network for the rehabilitation and prevention of people, especially children, adolescents and young adults with physical and motor impairments as well as chronic and progressive diseases.

Literature:

Braude, J. (2003): The new Iraq: rebuilding the country for its people, the Middle East, and the world. New York: Basic Books.

Flieder, P. (2009): The Barber of Baghdad. St. Pölten and Salzburg: Residenz Verlag.

Herz, D. (2007): The Americans at war: report from Iraq in the fourth year of the war. Munich: C.H. Beck Verlag.

Kizilhan, J. (2000): Between fear and aggression. Children at war. Unpublished manuscript.

Kizilhan, J. (2000): Children at war - Social and psychological effects of war on children. Unpublished manuscript.

Kopelmann, J. & Roth, M. (2007): Lava and me. Stuttgart: Kosmos Verlag.

Kuntz, F. (2007): The road to war in Iraq: groupthink and the Bush administration's decision-making processes. Wiesbaden: VS Verlag für Sozialwissenschaften.

Malanowski, A. & Stern, M. (1987): Iran - Iraq. Until the wicked are destroyed. Reinbek near Hamburg: Rowohlth.

Ortmann, M. (2011): Rehabilitation and special education in Iraq-Report on a German-Iraqi research co-operation, 4th Quarterly, N.r 4, H 2906, Verband Sonderpädagogik (VDS), Sonderpädagogik in Niedersachsen.

Ortmann, M. (2011): Research report on the research trip to Baghdad/capital and seat of government of Iraq from 30/09/2011 - 08/10/2011, unpublished manuscript.

Reuter, C. & Fischer, S. (2004): Café Baghdad: The monstrous everyday life in the new Iraq. Reinbek near Hamburg: Rowohlth.

Rechmann, A. (2008): Von Kriegsverächtern und Kriegsverfechtern: Die Berichterstattung über den Irak-Krieg 2003 in deutschen und amerikanischen Qualitätszeitungen. Wiesbaden: German University Press.

Riverbend (2007): Baghdad Burning. Reinbek near Hamburg: Rowohlth.

Simon, A. (2005): UN protection zones - A protection instrument for persecuted persons? An analysis based on the international protection zones in Iraq, Rwanda and Bosnia-Herzegovina with a special focus on the serious human rights violations in the safe area of Srebrencia. Berlin, Heidelberg: Springer-Verlag.

Sigrena, G. (2006): Friendly Fire. A hostage between the fronts. Berlin: Ullstein-Verlag.

Solomon, N. & Erlich, R. (2003): Target Iraq. Munich: Wilhelm Goldmann Verlag.

Sponeck, H. v. & Zumach, A. (2003): Irak - Chronik eines gewollten Krieges. Cologne: Kiepenheuer & Witsch.

Stiglitz, J. & Bilmes, L. (2008): The true cost of war. Munich: Pantheon Verlag.

Todenhöfer, J. (2009): Why are you killing, Zahid? Munich: Wilhelm Goldmann.