Ausgabe 4/2014, 106. Jahrgang S. 373–385
Perspectives for a Teacher Education Model “Inclusion”
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Inclusive education postulates new challenges for school development and instruction, and universities without special education programmes have to upgrade their teacher education programmes for educational sciences as well as for domain specific didactics. Based on existing modules of teacher education, the following article discusses perspectives for upgrading competencies relevant for inclusive education in different phases and areas of teacher education.
inclusive education, teacher education, heterogeneity