Stimm-Bruch. Über Artikulationsförderung in der Ober- und Werkstufe. Ein Beitrag zu Musik und Kommunikation

[...] Der Autor fragt zunächst, weshalb Artikulationsförderung ins Abseits geraten ist. Es wird vorgeschlagen, neben dem kommunikativen Gebrauch der Stimme, unterrichtlich (wieder) den ursprünglichen Aspekt der ,Selbstvernahme' der Stimme zu berücksichtigen. Eine solche Aufmerksamkeit auf Stimme kann sich innerhalb der Pädagogik auf Konzepte basaler Förderung berufen. Wesentliche Impulse könnten jedoch aus Bereichen kommen, die außerhalb von Schule und Unterricht liegen. Damit sind insbesondere Künstler und Künstlerinnen gemeint, die im Bereich stimmlicher Performance arbeiten sowie Formen musikalischer Jugendkultur wie rap, hiphop und scat. Einige Unterrichtsbeispiele sollen altersangemessene Möglichkeiten der Artikulationsförderung in der Ober- und Werkstufe aufzeigen. (DIPF/Orig.)

Verhältnismäßig trivial

Zwischen pädagogischem Hochamt und Etikettierungs-Ressourcen-Dilemma: Wer selbst unterrichtet, merkt schnell, dass es weder allein in das Belieben des einzelnen Erwachsenen noch des Jugendlichen und auch nicht von diesen beiden nur gestellt ist, wie sie ihr pädagogisches Verhältnis regeln, wie sie ihre Beziehungen aushandeln, gestalten und einschätzen. „Wir müssen zu ihnen in Beziehung treten, und mit ihnen kommunizieren.“ (Fornefeld 1999). Dies erfordert „eine verantwortlich handelnde Erzieherpersönlichkeit, (die sich) um den reinen Begriff der Erziehung und Bildung schöpferisch bemüht“ (Klein 2001). Der hohe Ton pädagogischer Beziehung in Tateinheit mit Lebensweltorientierung wird allerdings durch eine eher triviale Frage relativiert, nämlich nach der Kontinuität personeller Ressourcen als Ermöglichungsgrund für Beziehungen. Es geht um die alltägliche Verlässlichkeit und Nachhaltigkeit, mit der die Beziehungs-Ressourcen bereit gestellt werden; nicht zufällig ist derlei verfasst in Ausdrücken wie Beschulungsdauer, Schulöffnungs- und Unterrichtszeiten, Klassenteiler, Schullastenausgleich, usw. Im Anschluss an Giesecke und Richter lässt sich dieser Sachverhalt gelassen formulieren: Professionelles Handeln als bezahlte Tätigkeit ist zeitlich und räumlich begrenzt. Wenn ein ‚Beziehungsanspruch’ besteht, dann nur während der Öffnungszeiten der Schule. Solche Beziehungen gehen die Professionellen nicht im rechtsfreien Raum ein (Richter 2004). Das Zustandekommen dieser Beziehungen ist ein Rechtsgut und kann von einer unbegrenzten Anzahl von Personen reklamiert werden. (vgl. Giesecke 1997, S. 246 ff). In unserem Land ‚erwirbt’ sich ein Kind oder ein Jugendlicher einen erweiterten Anspruch durch den fest gestellten sonderpädagogischen Förderbedarf. Ist es Zufall, wenn der Zusammenhang zwischen personellen und sächlichen Ressourcen und Etikettierung in der moralischen Kategorie des ‚Dilemmas’ gefasst wird (Bleidick/Rath/Schuck 1995; Kornmann 1994).

Aspekte der Kompetenzentwicklung

In der Allgemeinen Pädagogik scheint es ausgemacht, dass Teilhabe und Selbstbestimmung von Kompetenzentwicklung abhängig sind. Für die Geistigbehindertenpädagogik ist es aus mancherlei Gründen schwer, sich dieser Sichtweise vorbehaltlos anzuschließen. Vorgeschlagen wird eine Definition von Kompetenzentwicklung, die eine ausschließlich individuell kognitive Bestimmung erweitert um relationale, situative, fakultative und kulturelle Dimensionen des Kompetenzbegriffs. Ein solches Verständnis von Kompetenzentwicklung ist anschlussfähig sowohl an die Allgemeine Pädagogik als auch an die Definition von Behinderung der Weltgesundheitsorganisation.

Desarraigo y experiencia: Lecturas sobre Paul Ricouer y Philipe Claudel

We often wonder what is the role or the role that intellectuals, academics and artists can play in countries and conflict environments, for this specific case, countries and environments that do not have real protection both its integrity and satisfaction their basic and special needs. Beyond establishing what mode as artists, intellectuals and academics can contribute to meeting these requirements, this article is intended to establish a position on the importance acquired symbolic forms and reflected in the writers regardless whether philosophers or writers, let put the rawness of what happens and there comes the lonely spirits whose loneliness imposed and caused never chosen, appears to them as a lifestyle. For Philippe Claudel and the case of Paul Ricoeur, they are thus chosen for this article as incessant dialogues of the ways in which the rootlessness provides food for thought especially for those we see as different titles you are assigned to experiences of violence.

A Method from the 'Lifeworld': Some Possibilities for Person Centred Planning for Children in Care

This paper describes a method for working with chldren who are the subjects of care planning and review under the Children Act 1989. The person centred planning model, as it is termed, has been well established in working with adults with special needs but can be extrapolated to encounters with children. It focuses on three fundamental areas: relationship, meaning and narrative. In underscoring these areas, the method restrains the bureaucracy and experience of stigma that is often present for those residing in State care.

University students with disabilities in Universities. A study of their inclusion

Access to higher education has increased among students with disabilities, and universities are adopting different alternatives which must be assessed. The purpose of this study was to identify the situation of a sample of students with disabilities (n=91) who attend a university in Spain, through the design and validation of the “CUNIDIS-d” scale, with satisfactory psychometric properties. The results show the importance of making reasoned curriculum adaptations, adapting teacher training, improving accessibility and involving all the university community. Different proposals were provided which support the social dimension of the EHEA.

¿Barreras invisibles? Actitudes de los estudiantes universitarios ante sus compañeros con discapacidad

El presente trabajo analiza los conocimientos, opiniones y actitudes de los estudiantes universitarios sobre sus compañeros con discapacidad. La integración educativa y social de estos estudiantes es objeto de preocupación y estudio en todo el sistema educativo español, incluida la enseñanza superior en la que 21.942 universitarios con discapacidad se encontraban matriculados en el curso 2013-2014. El estudio se realiza en el marco de dos Proyectos de Innovación Educativa[1] de la Universidad de Málaga en los que se examinaron las actitudes del personal docente e investigador, el alumnado en general y el alumnado con discapacidad de esta institución. En este artículo se recogen las perspectivas de los estudiantes sin discapacidad, necesarias para medir el grado de aceptación dentro de las aulas universitarias. Se empleó una encuesta suministrada mediante correo electrónico a la totalidad de la población de estudiantes de la Universidad de Málaga (N= 32.464). El tamaño de la muestra fue de 620 estudiantes, por lo que trabajamos con un margen de error del 3,9% para la estimación de los porcentajes con un nivel de confianza del 95%. Los datos, analizados mediante análisis estadístico, visibilizan la importancia de un elevado grado de información y conocimiento así como de una experiencia directa con la discapacidad. Ambas circunstancias se traducen en actitudes más positivas y favorables. Tan solo el 20% de los alumnos manifestó haber recibido en alguna ocasión cualquier tipo de información sobre este asunto por parte de la Universidad; no obstante, la mayoría valora positivamente la presencia de alumnos con discapacidad en la Universidad, la posibilidad de contar ellos como compañeros de clase y el enriquecimiento que supone esta convivencia dentro del aula. Se discuten posibles acciones para mejorar las actitudes hacia los estudiantes con discapacidad. Además, se plantea incluir una perspectiva que promueva el empoderamiento de estos estudiantes. [1] PIE 10-135 y PIE 13-103.

Understanding Old Age and Victimisation: A Critical Exploration

Purpose – The purpose of paper is to shine light on the under-theorised relationship between old age and victmisation. In classical criminological studies, the relationship between “age”, victimisation and crime has been dominated by analysis of younger people's experiences. This paper aims to address this knowledge deficit by exploring older people's experiences by linking it to the social construction of vulnerability.

Design/methodology/approach – The paper explores both historical and contemporary narratives relating to the diverse experiences of older people as victims in the UK. In particular, from 1945 to the present, statistical context and theoretical advancement illuminates that older people as a social group have a deep “fear of crime” to their relative victimisation.

Findings – A careful survey of the criminological literature highlights a paucity of research relating to older people's views and experiences of crime and victimisation. The conceptual issue of vulnerability in different contexts is important in understanding ageing and victimisation in UK. The paper's findings illustrate that their experiences have remained marginalised in the debates around social policy, and how the criminal justice system responds to these changes remains yet to be seen.

Research limitations/implications – Any research attempt at theorising “age” should take into consideration not just younger people, but also the diverse experiences of older people. Policy makers may care to ponder that benchmarks be written that takes into full consideration of older people's experiences as vulnerability.

Practical implications – For criminal justice scholars and practitioners, there is a need to listen to the narratives of older people that should help shape and frame debate about their lived experiences. There should be an examination of existing formal and informal practices regarding elders, as the first step in developing an explicit and integrated set of policies and programmes to address the special needs of this group.

Originality/value – This is an original paper in highlighting how important old age is in construction of “victims” in modern society. By theorising age, victimisation and crime it is hoped to dispel and challenge some of the myths surrounding later life, crime and the older victim.

Hidden Contradictions and Conditionality: Conceptualisations of Inclusive Education in International Law

The nature of education that children with disabilities should receive has been subject to much debate. This article critically assesses the ways in which the international human rights framework has conceptualised ‘inclusive education’. It argues that the right to education for children with disabilities in international law is constitutive of hidden contradictions and conditionality. This is most evident with respect to conceptualisations of ‘inclusion’ and ‘support’, and their respective emphases upon the extent of individual impairment or ‘deficit’ rather than upon the extent of institutional or structural deficit. It is vital that the new Committee on the Rights of Persons with Disabilities pays close attention to the utilisation of these concepts lest the Convention on the Rights of Persons with Disabilities further legitimises the ‘special needs’ educational discourse to which children with disabilities have been subject.

Climate Adaptation: The future of extra-care housing for the elderly in the United Kingdom.

This paper describes the result of a project to develop climate adaptation design strategies funded by the UK’s Technology Strategy Board. The aim of the project was to look at the effects of climate change in the distant future (2080) on a vulnerable group such as older people with special needs and see how architectural design strategies and technologies may be used today to help mitigate problems ahead caused by climate change.
Older people are the most vulnerable sector of society and are particularly at risk in extreme weather, either excess cold in winter or continual high temperatures in summer. In the UK it is predicted that average temperatures may rise by as much as 8 degrees in Summer by 2080 and there will be a 20% greater chance of extreme weather events. This will place extreme stress on the building stock which is designed for today’s mild maritime climate.
The project took a current proposal for an extra-care home for the elderly designed to 2010 regulations and developed a road map to 2080 using climate models developed by the UK Meteorological Office. This allowed the current design to be assessed using future climatic data, proposals for improvement of the scheme to be made within existing constraints and also a new scheme to be developed from first principals using this data, and projections of new technologies that will be available. By comparing these schemes, the approach allowed a reassessment of the initial scheme, and allowed a new design to be developed that offered a more flexible solution incorporating future retrofit which allows new renewable technologies for heating, cooling and water storage to be added at a later date.

A design model: the Autism Spectrum Disorder Classroom Design Kit

Architects and designers have a responsibility to provide an inclusive built environment. However for those with a diagnosis of Autism Spectrum Disorder (ASD), the built environment can be a frightening and confusing place, difficult to negotiate and tolerate. The challenge of integrating more fully into society is denied by an alienating built environment. For ASD pupils in a poorly designed school, their environment can distance them from learning. Instead, if more at ease in their surroundings, in an ASD-friendly environment, the ASD pupil stands a greater chance of doing better.

However a difficulty exists in that most architects are not knowledgeable in designing for those with ASD. Any available design guidelines for architects tend, because of the inherent difficulties associated with a spectrum, to be general in their information. Therefore, if wanting to provide an ASD-friendly learning environment, there is a need to ensure that teachers, as the experts, can most clearly and effectively impart their knowledge and requirements to architects.

This paper sets out the challenges and difficulties inherent in the design process when designing for ASD. It then sets out an alternative strategy to the usual method of drawing-centric dialogue between teacher and architect by using models instead as a basis for a more common language. An ASD Classroom Design Kit was designed and developed by Queen’s University of Belfast Architecture students. It was then used by ASD teaching staff from the Southern Education and Library Board in Northern Ireland as a case study to trial its effectiveness. The paper outlines how the study was carried out before concluding with reflections by both teaching staff and architect on using the ASD Classroom Design Kit.

It is hoped that this paper will firstly highlight the need for better dialogue between expert and architect when considering ASD and the Built Environment and secondly, that it may encourage others to consider using models to convey their ideas and knowledge when designing, not just for ASD, but for other Special Educational Needs and disabilities.

Outcomes and process in reading tutoring

Background: Large-scale randomised controlled trials are relatively rare in education. The present study approximates to, but is not exactly, a randomised controlled trial. It was an attempt to scale up previous small peer tutoring projects, while investing only modestly in continuing professional development for teachers.Purpose: A two-year study of peer tutoring in reading was undertaken in one local education authority in Scotland. The relative effectiveness of cross-age versus same-age tutoring, light versus intensive intervention, and reading versus reading and mathematics tutoring were investigated.Programme description (if relevant): The intervention was Paired Reading, a freely available cross-ability tutoring method applied to books of the pupils' choice but above the tutee's independent readability level. It involves Reading Together and Reading Alone, and switching from one to the other according to need.Sample: Eighty-seven primary schools of overall average socio-economic status, ability and gender in one council in Scotland. There were few ethnic minority students. Proportions of students with special needs were low. Children were eight and 10 years old as the intervention started. Macro-evaluation n = 3520. Micro-evaluation Year 1 15 schools n = 592, Year 2 a different 15 schools n = 591, compared with a comparison group of five schools n = 240.Design and methods: Almost all the primary schools in the local authority participated and were randomly allocated to condition. A macro-evaluation tested and retested over a two-year period using Performance Indicators in Primary Schools. A micro-evaluation tested and retested within each year using norm-referenced tests of reading comprehension. Macro-evaluation was with multi-level modelling, micro-evaluation with descriptive statistics and effect sizes, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA).Results: Macro-evaluation yielded significant pre-post gains in reading attainment for cross-age tutoring over both years. No other differences were significant. Micro-evaluation yielded pre-post changes in Year 1 (selected) and Year 2 (random) greater than controls, with no difference between same-age and cross-age tutoring. Light and intensive tutoring were equally effective. Tutoring reading and mathematics together was more effective than only tutoring reading. Lower socio-economic and lower reading ability students did better. Girls did better than boys. Regarding observed implementation quality, some factors were high and others low. Few implementation variables correlated with attainment gain.Conclusions: Paired Reading tutoring does lead to better reading attainment compared with students not participating. This is true in the long term (macro-evaluation) for cross-age tutoring, and in the short term (micro-evaluation) for both cross-age and same-age tutoring. Tutors and tutees benefited. Intensity had no effect but dual tutoring did have an effect. Low-socio-economic status, low-ability and female students did better. The results of the different forms of evaluation were indeed different. There are implications for practice and for future research. © 2012 Copyright Taylor and Francis Group, LLC.