„Meine Lehrer mögen mich“ – Soziale Integration von Kindern mit sonderpädagogischem Förderbedarf im gemeinsamen Unterricht in der Grundschule. Befunde aus dem Pilotprojekt „Inklusive Grundschule“ im Land Brandenburg

Abstract

Brandenburg started the pilot project "Inclusive Primary Schools" (PING) in the school year 2012/2013. 35 of these pilot primary schools were scientifi cally supported (cp. Spörer, Schründer-Lenzen, Vock & Maaz, 2015). In this article we report fi ndings on the social self-concept, how children experience the class climate, and how they feel accepted by their teachers. Th e study examined 1,435 children in 61 inclusive 2 nd and 3 rd 1 Die in diesem Beitrag dargestellten Befunde wurden bereits im Abschlussbericht des Pilotprojekts "Inklusive Grundschule" berichtet.

The Impact of a School Dog on Children’s Social Inclusion and Social Climate in a School Class

“…The participants mention a great attraction to dogs and describe the affection they feel towards them (10). Additionally, dogs are regarded as givers and receivers of trust, love, and comfort (8), they are seen as interaction partners (2), and the human-animal relationship is characterized by its healing and empowering qualities (4).…”

“…Eight participants make statements about facets of the teacher that are categorized as ambivalent or as unchanged. Participants who held a negative perception of their teacher at the first measurement point perceived the teacher as unfair, authoritarian, or intimidating (10) or described questionable educational methods on the part of the teacher (6). After one school term involving animal-assisted education, this teacher is seen as happier, more cheerful, friendlier, and less strict.…”

“…It can therefore be assumed that social integration is particularly difficult to achieve in heterogeneous classes. While studies reveal that social participation can be strengthened through a good classroom climate and inclusive pedagogical practices [3,10], there is still a lack of concepts and opportunities for promoting inclusive social structures in school classrooms. Simultaneously, social participation is based on the foundation of mutual friendships, relationships, and acceptance.…”