BMBF research project 01NV1728 "Inclusive education in literacy practice and in the second-chance education system - qualifications, skills and needs of teaching staff" (INAZ), period 04/2018 - 07/2021

The inclusion practice in literacy courses and in the second educational pathway at adult education centers was examined. The project is based on the human rights principle of inclusion, the human rights obligations entered into by the Federal Republic of Germany to make education accessible to all, and their transfer to adult education.

The aim of the research project was to professionalize inclusive educational practice in literacy and in the second-chance education system (especially in the area of catch-up secondary school qualifications). The target group of the study were literacy course instructors, teachers of the second educational pathway (secondary school leaving certificate), continuing education teachers, those responsible for the respective educational institutions (e.g. adult education centres), adult education and professionalization research.

The project aimed to answer two central questions relating to inclusive educational practice in literacy and in the second-chance education system:

(F1) What experience, skills and qualifications do teachers in literacy courses and the second-chance education system have?

(Q2 ) What needs are there? What resistance and what conditions for success can be identified?

The research project is based on Klaus Holzkamp's subject-scientific learning theory, in which the possibilities for action of learning subjects are considered in close connection with practical life contexts and environmental conditions. The acquisition of knowledge and possibilities for action is the result of a confrontation with a problem of action. The usual way of dealing with the action problem is not possible, as the resources available to date are not sufficient to cope with the action problem. This process of acquiring new knowledge to deal with the action problem is referred to as expansive learning.

In this way, the learning subject initiates a learning process and enters a learning loop. In order to offer the learning self an opportunity to overcome a problem, learning opportunities must be geared towards people's individual life situations. With the development of the further training module, course instructors are to be offered resources to overcome their own action problems in inclusive courses and to expand their opportunities for action and teaching.

The research project is divided into two survey parts: First, three group discussions were held with teachers from literacy courses and second-chance education (from three federal states). Here, examples of good practice as well as resistance to inclusive educational practice were discussed. Based on these qualitative group discussions, a questionnaire was then developed containing questions on qualifications, inclusion requirements, experiences and practices, as well as possible resistance. This quantitative part of the survey was conducted nationwide with teachers in the "literacy" and "catch-up school-leaving qualifications" program areas at German adult education centres. The results of both parts of the study (mixed methods approach) were used to develop and test a training module, which subsequently led to a nationwide training course for teachers in literacy and second-chance education. The project was concluded with a final conference at Bremen University of Applied Sciences.

The one-day or eight-hour training module is aimed at course instructors in the field of literacy and second-chance education. The aim is to meet the demand of the CRPD for non-discriminatory and equal participation in education.

Testing and evaluation of the INAZ training course

The INAZ training course was tested at 12 adult education centers throughout Germany. Disabled advisers from the CASCO project led the training, in line with the principle "Nothing about us without us". The evaluation was carried out both by means of a short report by the advisers in free description and by means of short questionnaires from the training participants.

As a result, the division into three thematic blocks and the practice-oriented approach were rated as very successful. The change of perspective between teaching and learning as well as the self-awareness through simulation of impairments were highlighted as particularly positive. The expertise of the CASCO instructors was emphasized in this regard.

In the evaluation, it became clear that a one-day training course was considered too short for the complexity of the topic. At the same time, the research showed that it is precisely freelancers who make up a large proportion of course leaders at relevant adult education centers. Course leaders confirmed the usefulness of the one-day framework for honorary staff who took part in the training in their free time. Some participants complained that too few concrete materials specifically suitable for literacy and second-chance education courses were provided. However, the aim of the training module is to raise general awareness of inclusion and to develop overarching solution concepts.

The one-day training module is divided into four thematic blocks. The schedule can be found in the INAZ-1 start file, the INAZ-2 presentation is used as a supplement, as well as the materials (M 1-M 12).

Expectations of the training module are recorded at the beginning before the first thematic block and are taken up and reflected on in the course of the training.

Information on the implementation of the training module can be downloaded here: Information material 1 & Information material 2

1st thematic block

The first topic, "Raising awareness", deals with the paradigm shift in the understanding of disability as a result of the Convention on the Rights of Persons with Disabilities (CRPD). As an introduction, there is a quiz on the human rights of people with disabilities. The "Bundesgesetzblatt_2008_UNBRK" (M 11) from the materials folder can be used to go into more detail. This is followed by an input on the definition of disability and ableism using the INAZ presentation.

This block concludes with awareness-raising exercises in which materials for simulating impairments can be tried out in face-to-face or digital training sessions. These include visual and hearing impairments as well as hearing negative voices

voices (M5, M6, M7). M1 "Sensitization exercises" provides instructions on how to use the materials.

2nd thematic block

The second thematic block "Barrier-free internal differentiation" is dedicated to the concept of Universal Design for Learning (UDL). The aim is to establish successful practices that are used to design inclusive educational programs. The course begins with a discussion about the reasons for different outcomes in a taught course, followed by input on the principle of UDL. The participants then work through the concept independently using the text "Fisseler2015_Universal_Design_Kontext_Hochschulbildung" (M 8). In the subsequent group work phase, various learning materials are designed to be barrier-free and internally differentiated. Possible learning objective assessments are developed in partner work. Finally, the advantages and disadvantages of barrier-free internal differentiation are reflected upon.

3rd thematic block

The third topic area "Dealing with mental disabilities" focuses on learning situations in courses and begins with a content input (INAZ presentation). An approach is made through the perception exercise "Walking through the room", which is then reflected on by the whole group. In the next exercise, the factors that influence the course setting are considered together: The course leader, the group/individual participants, the topic, different environmental factors as well as the room design. Possible courses of action are then discussed in plenary, taking all factors into account.

4th thematic block

In the fourth thematic block "Open for needs, questions, etc.", space is provided for reflection and for requests for more in-depth discussion. Finally, feedback forms (M4) are filled out and certificates of participation (M3) are handed out.

Material kit

The material case can be borrowed from Prof. Dr. Marianne Hirschberg on request. The stock of the case is listed under M12. During the training, item no. 5 (M9) and no. 7 (M10) of the UN CRPD Monitoring Body (at the German Institute for Human Rights, DIMR) can be hung up or distributed in the room for visualization and in-depth study. A document with further reading and links (M12) is also attached. An announcement of the training module (M 2) is also included. The material also includes an INAZ poster to illustrate the research project in which the training module was developed.

We recommend these Advisers to carry out the INAZ training.

If you have any further questions about the training module, please do not hesitate to contact us. The materials for the training module can be downloaded here: INAZ training materials folder

Prof. Dr. Marianne Hirschberg (director), Dr. Franziska Bonna and Helge Stobrawe (employees)