Konstitutive Elemente Einer Allgemeinen (Integrativen) Paedagogik Und Eines Veraenderten Verstaendnisses Von Behinderung
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Home > Society and Social Sciences > Education > Educational strategies and policy > Konstitutive Elemente Einer Allgemeinen (Integrativen) Paedagogik Und Eines Veraenderten Verstaendnisses Von Behinderung: Eine Hermeneutische Arbeit Zur Frage Eines Paradigmen- Oder Perspektivenwechsels Durch Den Gemeinsamen Unterricht Von Behinderten Und Nichtbehindert(2 Behindertenpaedagogik Und Integration)
Konstitutive Elemente Einer Allgemeinen (Integrativen) Paedagogik Und Eines Veraenderten Verstaendnisses Von Behinderung: Eine Hermeneutische Arbeit Zur Frage Eines Paradigmen- Oder Perspektivenwechsels Durch Den Gemeinsamen Unterricht Von Behinderten Und Nichtbehindert(2 Behindertenpaedagogik Und Integration)

Konstitutive Elemente Einer Allgemeinen (Integrativen) Paedagogik Und Eines Veraenderten Verstaendnisses Von Behinderung: Eine Hermeneutische Arbeit Zur Frage Eines Paradigmen- Oder Perspektivenwechsels Durch Den Gemeinsamen Unterricht Von Behinderten Und Nichtbehindert(2 Behindertenpaedagogik Und Integration)


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About the Book

Das Buch vergleicht zentrale Konzeptionen des gemeinsamen Unterrichts von behinderten und nichtbehinderten Kindern und Jugendlichen im deutschsprachigen Raum. Es wird die Frage nach der Reichweite der einzelnen Konzeptionen insbesondere in Bezug auf didaktische Aspekte und den Einbezug aller Kinder unabhängig von Art und Schweregrad einer Behinderung gestellt. Das Buch ist als hermeneutische Arbeit angelegt, d.h. die Publikationen der Integrationsforscher dienen als Grundlage. Es wird offen gelegt, dass man mit dem Bestreben um Integration zwar von einem Perspektiven-, jedoch nicht von einem Paradigmenwechsel im Sinne des Verständnisses einer scientific community sprechen kann. Integration kann im deutschsprachigen Raum primär als eine emanzipatorische Sozialbewegung verstanden werden. Die Didaktik nimmt einen eher nachrangigen Stellenwert ein.

About the Author :
Der Autor: Tobias Erzmann, geboren 1966, Diplom-Behindertenpädagoge, Studium Behindertenpädagogik und Musik an der Universität Bremen, Tätigkeit in verschiedenen Praxisfeldern der Behindertenpädagogik. Promotion 2002.


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Product Details
  • ISBN-13: 9783631508985
  • Publisher: Peter Lang AG
  • Publisher Imprint: Peter Lang AG
  • Language: German
  • Returnable: N
  • Sub Title: Eine Hermeneutische Arbeit Zur Frage Eines Paradigmen- Oder Perspektivenwechsels Durch Den Gemeinsamen Unterricht Von Behinderten Und Nichtbehindert
  • ISBN-10: 3631508980
  • Publisher Date: 24 Apr 2003
  • Binding: Paperback
  • No of Pages: 364
  • Series Title: 2 Behindertenpaedagogik Und Integration


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Konstitutive Elemente Einer Allgemeinen (Integrativen) Paedagogik Und Eines Veraenderten Verstaendnisses Von Behinderung: Eine Hermeneutische Arbeit Zur Frage Eines Paradigmen- Oder Perspektivenwechsels Durch Den Gemeinsamen Unterricht Von Behinderten Und Nichtbehindert(2 Behindertenpaedagogik Und Integration)
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Konstitutive Elemente Einer Allgemeinen (Integrativen) Paedagogik Und Eines Veraenderten Verstaendnisses Von Behinderung: Eine Hermeneutische Arbeit Zur Frage Eines Paradigmen- Oder Perspektivenwechsels Durch Den Gemeinsamen Unterricht Von Behinderten Und Nichtbehindert(2 Behindertenpaedagogik Und Integration)
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Konstitutive Elemente Einer Allgemeinen (Integrativen) Paedagogik Und Eines Veraenderten Verstaendnisses Von Behinderung: Eine Hermeneutische Arbeit Zur Frage Eines Paradigmen- Oder Perspektivenwechsels Durch Den Gemeinsamen Unterricht Von Behinderten Und Nichtbehindert(2 Behindertenpaedagogik Und Integration)

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