---
res:
  bibo_abstract:
  - "Taking pupils’ diverse needs into account is considered a central requirement
    of inclusive education (Booth & Ainscow, 2016). These needs are—according to Ainscow’s
    (2007) inclusive turn—not primarily ‘special educational needs’, but diverse needs
    of all learners. For the rather segregated German educational system, this endeavour
    applies especially to primary education, where needs are still developing and
    pupils are not yet assigned to different types of schooling according to their
    needs and abilities.\r\n\r\nDespite a substantial amount of research on pupils’
    basic psychological needs for autonomy, competence and social relatedness (Ryan
    et al., 2022), strategies that technology education teachers apply in this regard
    are not yet well understood. Besides interventional studies on technology education,
    indicating effectiveness of self‑directed and action‑oriented teaching and learning,
    there is a dearth of research on how teachers address different needs as a routine.\r\n\r\nThe
    purpose of the presented study is therefore to investigate and systematize actions
    and strategies teachers apply, and to specify how pupils' needs are considered
    when teaching technology education on a given topic.\r\n\r\nThe overall study
    used a mixed-methods approach to the question how pupils’ needs are characterized
    by themselves and by their teachers, and how they were taken into account in a
    lesson adapted and delivered by the teachers. In the sub-study presented here,
    participating primary school teachers were interviewed about their consideration
    of pupils’ needs whilst planning and conducting a technology education unit on
    the functionality of robots.\r\n\r\nThe results gained from qualitative content
    analysis of the interviews indicate that although the anticipation of different
    needs is considered challenging, teachers possess a substantiate amount of practices
    and strategies to take them into account.\r\n\r\nThe paper systematizes the practices
    teachers described in structured interviews within strategies and discusses the
    contribution of taking basic needs into account for inclusive technology education.@eng"
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Franz
      foaf_name: Schröer, Franz
      foaf_surname: Schröer
  - foaf_Person:
      foaf_givenName: Claudia
      foaf_name: Tenberge, Claudia
      foaf_surname: Tenberge
  bibo_doi: 10.3384/ecp213.1455
  bibo_volume: 218
  dct_date: 2026^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/1650-3686
  - http://id.crossref.org/issn/1650-3740
  dct_language: eng
  dct_publisher: Linköping University Electronic Press@
  dct_subject:
  - Technology Education
  - Inclusion
  - Basic Needs
  - Robotics
  - Mixed Methods
  - Teachers' Abilities
  dct_title: “They Really Need to Handle, Inspect, and Experience Things”@
...