Qualität inklusiven Mathematikunterrichts in der Primarschule

Zusatztext

As a result of inclusion efforts in education, children with intellectual disabilities are increasingly being taught in mainstream schools. The effects of this practice on teaching have been little researched to date. As part of a video study, Helena Krähenmann examines the design and quality of inclusive maths lessons in terms of classroom management, social-emotional and content-related support at primary level.

Autorenportrait

Dr. phil. Helena Krähenmann, Dozentin am Institut Spezielle Pädagogik und Psychologie der PH FHNW

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