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Inklusiver Literaturunterricht mit Balladen

Empirically grounded concepts that relate to specific teaching content and open up differentiated learning pathways within the classroom are still largely lacking for inclusive literature teaching at the lower secondary level. This volume is devoted to a culture of analysis that focuses on cooperati...

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Enregistré dans:
Auteur principal: Lewald-Romahn, Laura M.
Format: Online
Langue:allemand
Publié: Wissenschaftlicher Verlag Trier (WVT) 2026
Sujets:
inklusiver Literaturunterricht
Sekundarstufe I
Sonderpädagogik
qualitative Design-based Research-Studie
Dispermediale Didaktik
thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBF Social and ethical issues::JBFB Social Integration and assimilation
thema EDItEUR::Y Children’s, Teenage and Educational::YX Children’s / Teenage: Personal and social topics::YXK Children’s / Teenage personal and social topics: Disability, impairments and special needs
thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning::CJA Language teaching theory and methods
Accès en ligne:https://directory.doabooks.org/handle/20.500.12854/177710
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Résumé:Empirically grounded concepts that relate to specific teaching content and open up differentiated learning pathways within the classroom are still largely lacking for inclusive literature teaching at the lower secondary level. This volume is devoted to a culture of analysis that focuses on cooperation, exchange, and diverse analytical approaches for engaging with ballads in heterogeneous learning groups beyond written forms of expression. Transformation is understood here as a differentiated subject-didactic process and negotiation level of action- and production-oriented learning, enabling students to develop individual analytical perspectives. Drawing on special education theory, the book presents a new didactic teaching concept as well as conceptual and empirical findings from a qualitative design-based research study on inclusive literature teaching using the ballad as an example. As a canonized and curriculum-embedded teaching subject, the ballad serves as the disciplinary focal point of the work. An alternative, media-oriented understanding of the ballad genre is developed, incorporating aspects of film-aesthetic learning. The conceptual reflections on the concept of transformation and on Dispermedial Didactics, understood as a teaching concept at the intersection of subject didactics and special education, invite further discussion. The concept was tested at an Integrated comprehensive school.

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