Unterrichtsbezogene kooperation von regelschullehrkraften und sonderpadagog/innen im kontext inklusiver schulentwicklung: implikationen fur die professionalisierung

In the context of the current debate on inclusive school development, the collaboration between general education teachers and special education teachers has (again) shifted into closer focus. The present contribution presents results of a qualitative study on cooperation from the perspective of general education teachers, special educational needs teachers, and school management carried out at schools that have been awarded the Jakob Muth Prize. In connection with central features of cooperation, issues of the affiliation of the special education teachers with the mainstream school as well as issues of classes being taken over by the special education teachers are discussed. Furthermore, distinctive positions regarding the difference in 'perspective' and in the role of general education teachers and special education teachers are revealed. The results are discussed in view of consequences for professionalization and for follow-up research questions.