@article{59653,
  abstract     = {{Spätestens seit der Ratifizierung der UN-Behindertenrechtskonvention und der Formulierung der Men­schenrechte ist ein Bekenntnis zur Inklusion ein zentrales Thema in der Schule, in der Ausbildung an­gehender Lehrkräfte und in der Bildungspolitik. Der Umgang mit Kindern und Jugendlichen mit und ohne Beeinträchtigung in einer heterogenen Klassengemeinschaft einer Regelschule kann Herausfor­derungen im beruflichen Alltag einer Lehrperson mit sich bringen. Da inklusive schulische Bildung ebenso wie der Anspruch auf Teilhabe in der Gesellschaft zwei Rechte sind, die alle Personen der Ge­sellschaft einfordern dürfen, bedarf es neben einer positiven Haltung gegenüber Diversität und Vielfalt auch bestimmten Rahmenbedingungen, um unterschiedlichen Bedarfen von Schüler*innen mit Beein­trächtigungen gerecht zu werden.}},
  author       = {{Schlierkamp, Marie Luise}},
  issn         = {{2791-4046}},
  journal      = {{#schuleverantworten}},
  keywords     = {{Inklusion, Disability, Umgang mit Diversität und Vielfalt im Kontext Beeinträchtigungen}},
  pages        = {{120--124}},
  title        = {{{Disability im schulischen Kontext. Über den Umgang von Lehrpersonen}}},
  volume       = {{5}},
  year         = {{2025}},
}

@inproceedings{47600,
  author       = {{Radtke, Sabine and Freier, Pia}},
  isbn         = {{978-3-88020-714-1}},
  keywords     = {{Disability Studies, Identität, Para Sport, Trainer-Athlet-Beziehung (TAB)}},
  title        = {{{Die Trainer*innen-Athlet*innen-Beziehung im paralympischen Sport}}},
  year         = {{2023}},
}

@article{34498,
  abstract     = {{Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.
}},
  author       = {{Gorges, Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose, Birgit}},
  issn         = {{1041-6080}},
  journal      = {{Learning and Individual Differences}},
  keywords     = {{BiLieF, Special educational needs, Learning disability, Academic selfconcept of ability, Reciprocal effects model, Inclusive education}},
  pages        = {{11--20}},
  publisher    = {{Elsevier BV}},
  title        = {{{Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education}}},
  doi          = {{10.1016/j.lindif.2017.11.005}},
  volume       = {{61}},
  year         = {{2018}},
}