Schülerbetriebspraktika schlagen die Brücke von der Schule zur Arbeitswelt und dem Berufsausbildungssystem. Sie sind Teil eines umfassenden Pakets von Maßnahmen zur beruflichen Orientierung und werden kooperativ organisiert von verschiedenen AkteurInnen aus Schule, Betrieben und Institutionen, die den Übergang begleiten. Wiewohl die inklusive Berufsorientierung bislang wenig erforscht ist, ist doch anzunehmen, dass sich die Komplexität des Prozesses durch neue Kooperationen nochmals erhöht. Dieser Beitrag stellt ausgewählte Ergebnisse multiprofessioneller Gruppendiskussionen mit Teilnehmenden aus verschiedenen Institutionen vor, um daraus Kompetenzen für die inklusive Berufsorientierung an Schulen abzuleiten. Die Ergebnisse deuten auf drei Notwendigkeiten hin: darauf, Handlungsbereiche zu identifizieren, Kooperationen der AkteurInnen im System Schule zu untersuchen und solche Wissensbezüge zu bestimmen, die sich subjektspezifisch aus den Bedarfen von SchülerInnen mit sonderpädagogischem Förderbedarf ergeben.

Teachers talk and students, as a group, listen. While educators have generally moved en masse away from such an understanding of good educational practice, classrooms often return to this format. However, current knowledge of the individual nature of the learning experience illustrates how learners in groups have different needs, are at different stages in their development (epistemologically, in terms of content specific knowledge, and learning skill development), and respond differently to the same stimuli. A case study of an in-service training exercise conducted with university language educators (N=40) is provided. It was designed to increase awareness of and reflection on teacher interactions with individual learners in classroom contexts. It illustrates how, when reflecting on interactions with students, the majority of teacher participants found a gap between their goals for and knowledge of individual students, and the messages actually communicated through their interactions with students. This paper also provides a model of teacher/student interaction, showing how the dialogue between the two parties can be at the centre of a positive learning experience, when the interactions between teachers and learners are individually appropriate and proximal. Waiting, watching, listening and engaging in dialogue are key educator practices for improved individualized classroom communications.

Work placements for students bridge the gap between school and the world of work and the vocational training system. They are part of a comprehensive set of measures for vocational orientation and are organized by a multi-professional team of different actors, such as teachers and other educational staff involved in the process of secondary education and professionals working in institutions that accompany the transition. Though little research has been done on inclusive vocational guidance, it can be assumed that complexity of this process will increase with new cooperations. This article presents results from multi-professional group discussions with participants from various institutions and derives competences for inclusive vocational guidance in schools. The results point to the necessity of identifying fields of action, investigating cooperation between actors within the school system and, above all, determining knowledge references that arise subject-specifically for inclusive vocational orientation from the needs of students with special educational needs.

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