Author(s): Birgit Werner
Journal: Empirische Sonderpädagogik
ISSN 1869-4845
Volume: 1;
Issue: 2;
Start page: 41;
Date: 2009;
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Keywords: literacy | literacy concept | learning disabilities | reading | writing and mathematical competences
ABSTRACT
The development of didactics for students with special needs can be bluntly described from an impairment specific orientation to an integrative inclusive didactics. The core issue is: Which didactic, methodological, and organizational arrangement helps teachers who work in a temporally and institutionally limited situation to offer optimal conditions for development and learning for students with highly differing learning and achievement related qualifications? The literacy concept that underlies the international student assessments PISA and IGLU may be a promising model. The present article gives reasons for the use of the concept in the education of students with learning disabilities. Furthermore, first methodological variations for the implementation in math lessons for students with learning difficulties are described.
Journal: Empirische Sonderpädagogik
ISSN 1869-4845
Volume: 1;
Issue: 2;
Start page: 41;
Date: 2009;
VIEW PDF
DOWNLOAD PDF Original pageKeywords: literacy | literacy concept | learning disabilities | reading | writing and mathematical competences
ABSTRACT
The development of didactics for students with special needs can be bluntly described from an impairment specific orientation to an integrative inclusive didactics. The core issue is: Which didactic, methodological, and organizational arrangement helps teachers who work in a temporally and institutionally limited situation to offer optimal conditions for development and learning for students with highly differing learning and achievement related qualifications? The literacy concept that underlies the international student assessments PISA and IGLU may be a promising model. The present article gives reasons for the use of the concept in the education of students with learning disabilities. Furthermore, first methodological variations for the implementation in math lessons for students with learning difficulties are described.
