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Worldwide, more than 1.5 billion students had to switch to distance learning in 2020. Education took place at home, where parents attended to their children, and teachers taught their students in digital mode, while minors were physically and socially isolated from their peers. Concerning the situation in Austria, several quantitative studies expose two central challenges: First, the comprehensive lack of digital infrastructure disrupted (digital) distance learning. Second, the Covid‐19 pandemic particularly affected vulnerable students and extended educational inequality. The state of the art emphasizes a lack of qualitative studies demonstrating different perspectives on the educational situation of vulnerable students in general and with SEN in particular during the pandemic. This leads to the following research question: How do professional actors map the situation of inclusive and digital education during the Covid‐19 pandemic in Austria? To research this unprecedented situation, four focus groups with diverse stakeholders (teachers, principals, psychologists, and school board employees) discussed their experiences in the school years 2019–2020 and 2020–2021. Data were analyzed according to the Grounded Theory method of the postmodern approach referred to as “situational analysis.” The study visualizes various parallel discourses and voices within the situation of (digital distance) learning during the Covid‐19 pandemic. The theoretical context of the intersection of inclusive and digital education frames the empirical findings. Central findings relate to missing or discriminatory guidelines and policies, a lack of digital infrastructure, and altered professional‐pedagogical support that minimized or disrupted inclusive education during (digital) distance learning.

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Dieser Beitrag beleuchtet, wie spielerische Pädagogik Inklusion befördern kann. Dazu wurden Spieleworkshops in (ausser-)schulischen Kontexten durchgeführt. Diese wurden methodisch mit diversen qualitativen Erhebungsinstrumenten begleitet und mittels der Dokumentarischen Methode ausgewertet. Die Analyse der erhobenen Daten zeigt, wie sich die Spielenden mit sozialen Differenzlinien wie Be-hinderung und Gender während des Spielens und in post game-based activities auseinandersetzen. Ausgehend davon sollen inklusionsfördernde Potentiale in spielerischer Pädagogik identifiziert werden. Es werden drei inklusionsbezogene Kompetenzen als Analysemerkmal verwendet: Reflektierende Debatte, Kreatives Denken und Konfliktlösungsstrategien. Zentrale Ergebnisse sind, dass Spielende im Spielgeschehen mit sozialen Differenzen konfrontiert werden. Dahingehend wird in den post game-based activities die Reflexion über Handlungen und Interaktionen in Bezug auf soziale Unterschiede forciert.