Institut Spezielle Pädagogik und Psychologie
Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/57
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Publikation Situierte Disziplinaritäten und inklusive Bildung und Erziehung(transcript, 25.11.2024) Weisser, Jan; Bärmig, Sven; Willmann, MarcDer Autor entwickelt eine wissenssoziologische Perspektive auf die Frage, wie die Inklusionsthematik in den Erziehungs- und Bildungswissenschaften dazu beitragen kann, in nichtadditiver Weise Gegenstände zu bilden und Handlungsvermögen zu entwickeln. Es wird nach den Herausforderungen eines solchen Vorhabens gefragt. Anschliessend wird ein Reflexionsrahmen vorgeschlagen und es werden Anforderungen an die Produktion und Vermittlung erziehungs- und bildungswissenschaftlichen Wissens formuliert.04A - Beitrag SammelbandPublikation Schüler:innen-Perspektiven und konstituierende Rahmung – Implikationen für empirische Zugänge am Beispiel inklusiver unterrichtlicher Settings(Julius Klinkhardt, 17.11.2024) Papke, Katharina; Wagner-Willi, Monika; Matthes, Dominique; Hinzke, Jan-Hendrik; Pallesen, Hilke; Wittek, Doris04A - Beitrag SammelbandPublikation Inclusion and exclusion in classroom practices. Empirical analyses of conjunctive spaces of experience in secondary schools(Routledge, 2023) Sturm, Tanja; Wagener, Benjamin; Wagner-Willi, Monika; Rißler, Georg; Köpfer, Andreas; Buchner, Tobias04A - Beitrag SammelbandPublikation Inklusion und Exklusion im Fachunterricht. Ambivalente Relationen in Schulformen der Sekundarstufe 1(Barbara Budrich, 2020) Sturm, Tanja; Wagener, Benjamin; Wagner-Willi, Monika; van Ackeren, Isabell; Bremer, Helmut; Kessl, Fabian; Koller, Hans Christoph; Pfaff, Nicolle; Rotter, Caroline; Klein, Dominique; Salaschek, Ulrich04B - Beitrag KonferenzschriftPublikation Handbuch Inklusion international. Globale, nationale und lokale Perspektiven auf Inklusive Bildung = International handbook of inclusive education(Barbara Budrich, 10.02.2021) Köpfer, Andreas; Powell, Justin J.W.; Zahnd, RaphaelGlobales Paradigma, nationale Normen und lokale Praxen. Das Handbuch Inklusion international verbindet theoretische Entwicklungslinien und vielfältige vergleichende Perspektiven der Inklusiven Bildung in ihrer globalen Verbreitung. Die Beiträge bieten einen umfassenden Zugang zu internationalen Diskursen, vergleichenden Forschungsergebnissen und ‚inspiring practices‘ aus diversen Weltregionen – Europa, Afrika, Asien und Nordamerika. Besondere Aufmerksamkeit wird dabei der Relevanz komparativer Studien gewidmet.03 - SammelbandPublikation Videografien in Relation zur interaktiven Praxis des Unterrichts. Eine Replik zum Beitrag von Matthias Grein und Bernd Tesch(centrum für qualitative evaluations- und sozialforschung e.V. (ces)., 2021) Wagner-Willi, Monika; Geimer, Alexander; Klinge, Denise; Rundel, Stefan; Thomsen, Sarah04A - Beitrag SammelbandPublikation Wandel und Persistenz in der Entwicklung inklusiven Unterrichts(04.09.2023) Altmeyer, Simona; Zahnd, Raphael; Antognini, Katharina; Oberholzer, Franziska; Eberli, RamonaSeit den 1990er Jahren hat sich die Forderung nach inklusiver Bildung im internationalen Kontext als Entwicklungsziel für Bildungssysteme durchgesetzt (Köpfer, Powell & Zahnd, 2021). Die Zielsetzung geht mit der Aufhebung räumlich separierter Schulangebote einher, ist damit aber noch nicht erreicht. Neben der physischen Präsenz aller Schüler*innen in einer Schule erfordert die erfolgreiche Umsetzung Inklusiver Bildung auch einen Unterricht, der von der Vielfalt der Schüler*innen ausgeht und gemeinsames Lernen ermöglicht. Damit einher geht auch die Ermöglichung der sozialen Teilhabe am Klassenleben für alle Schüler*innen. Gerade die Umsetzung eines inklusiven Unterrichts, der diese Bedingungen erfüllt, ist eine Herausforderung.06 - PräsentationPublikation Teacher education for inclusion. International trends(28.08.2024) Vlachou, Anastasia; Priestly, Andrea; Jovanovic Milanovic, Olja; Zahnd, Raphael; Babbie, Shannon; Saether, Elin; Alves, Ines; Proyer, Michelle; Rustamova, Sevinj; Herrera-Seda, Constanza; Symeonidou, Simoni; Spandagou, IlektraThis 2-part panel will bring together colleagues to reflect on teacher education for inclusion in 12 coun-try contexts: Australia, Austria, Azerbaijan, Chile, Cyprus, Greece, Norway, Portugal, Scotland, Serbia, Switzerland, and USA. Educating teachers that are prepared to teach diverse student populations is one of the big challenges of present times. This can be to some extent explained by the challenges experienced by teachers linked to student diversity and the international push to develop education systems that include all learners. According to Forlin (2010), TE for inclusion is a way of ensuring that teachers are prepared to teach in classrooms with diverse student populations. Livingston (2020) considers that the role and re-sponsibility of TE ‘in developing inclusive education that enables every teacher to meet the needs of all our young people’, still needs to be explored.06 - PräsentationPublikation Impact of a smartphone application (KAIA COPD app) in combination with Activity Monitoring as a maintenance prOgram following PUlmonary Rehabilitation in COPD. The protocol for the AMOPUR Study, an international, multicenter, parallel group, randomized, controlled study(BioMed Central, 2020) Spielmanns, Marc; Boeselt, Tobias; Huber, Stephan; Kaur Bollinger, Pawandeep; Ulm, Bernhard; Pekacka-Egli, Anna Maria; Jarosch, Inga; Schneeberger, Tessa; Schoendorf, Sabine; Gloeckl, Rainer; Koczulla, A. RembertAbstract Background Increasing physical activity (PA) is considered to be an important factor for the efficient management of chronic obstructive pulmonary disease (COPD). Successful methods required to achieve improvements in PA following pulmonary rehabilitation (PR), however, are rarely reported. Therefore, we will conduct this trial to evaluate the effectiveness of using a COPD management program delivered to the patient via the KAIA COPD app, a mobile medical application, after the completion of PR. Methods This is the protocol for a randomized, controlled, open-label, multicentered trial that will be carried out at inpatient PR hospital centers in Germany and Switzerland. The interventions will involve the use of the KAIA COPD app program (Arm 1) or an active comparator, i.e., usual care (Arm 2). Patients completing an in-hospital PR program and consenting to participate in the study will be screened with the inclusion and exclusion criteria and enrolled in the study. After fulfilling the screening requirements, the patients will be randomized into one of the two arms with parallel group assignment in a 1:1 ratio. The training program will be delivered to the participants grouped in Arm 1 via the KAIA COPD app and to participants grouped in Arm 2 via the regular recommendations or standard of care by the PI. In total, 104 participants will be included in the trial. The treatment period will last for 24 weeks. Electronic versions of questionnaires will be used to collect patient-reported assessments remotely. The primary outcome measure is the change in physical activity of the intervention group in comparison to the control group, measured over 1 week as the mean steps per day with a Polar A 370 activity tracker, from baseline (end of PR) to the 6-month follow-up. The secondary outcome measures are functional exercise capacity, health status, sleep quality, exacerbation rate, and depression and anxiety symptoms assessed at several intervals. Discussion This study seeks to prove the effects of the KAIA COPD mobile application in COPD patients after PR. The app offers educational, exercise training plus activity monitoring and motivational programs that can be easily implemented in the patient’s home setting, enabling patients to maintain the effects that are typically elicited in the short term after pulmonary rehabilitation for the long term. Trial registration German Clinical Trials Register (DRKS00017275). Protocol version 2.0 dated 3 June 2019.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Effects of a comprehensive pulmonary rehabilitation in severe post-COVID-19 patients(MDPI, 2021) Spielmanns, Marc; Pekacka-Egli, Anna Maria; Schoendorf, Sabine; Windisch, Wolfram; Hermann, MatthiasBackground: Severe COVID-19 infection often leads to impairments requiring pulmonary rehabilitation (PR) following the acute phase. Little is known about the efficacy of PR in these patients. We therefore compared post-COVID-19 patients (PG) referred to PR patients with other lung diseases (LG). Methods: 99 PG were admitted to PR. In a prospective design, the results of PG were collected and compared to the results of LG of 2019 (n = 419) according to Functional Independence Measurement (FIM), Cumulative Illness Rating Scale (CIRS), 6-min walk test (6-MWT), duration of PR, and Feeling Thermometer (FT). Results: According to age, sex, and CIRS, both groups showed no significant differences. The improvements in the 6-MWT in the pre to post comparison were on average 180 (±101) meters for PG and 102 (±89) meters for LG (p < 0.001). FT showed a significant enhancement for PG of 21 (±14) points and for LG of 17 (±16) points (p < 0.039), while FIM significantly increased by 11 (±10) points in PG and 7 (±8) points in LG (p < 0.001). Conclusions: Comprehensive PR in PG is very effective according to the results in FIM, 6-MWT and FT. Therefore, we recommend PR following severe post-COVID-19 infections.01A - Beitrag in wissenschaftlicher Zeitschrift