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<p>In the wake of the criticism of status diagnostics and the associated development of support-oriented assessment, individual education plans are ascribed a&#xa0;central role as an instrument for accompanying the learning process in inclusive education. In many of the German federal states individual support based on individual education plans must be provided by the mainstream school before special educational needs (SEN) assessment procedures are initiated. This article takes this as its starting point and focuses on the tool of individual education plans in the context of SEN assessment procedures in the area of ’learning difficulties’. It presents findings from the research project “InDiVers”, which analyses SEN assessment procedures in primary schools in four German states using a&#xa0;qualitative multi-level design. The methodological approach of situational analysis allows for an understanding of individual education plans as material artefacts and a&#xa0;focus on their agency in complex situations. The central questions of this article are what role individual education plans play in the context of SEN assessment procedures, how the children addressed are constructed as in need of support, and what pedagogical strategies and practices can be analysed. The results show that the individual education plans manifest a&#xa0;deficit-oriented view of the children and their development. The reconstructed pedagogical practices for dealing with the ’problems’ described in the individual education plans document the failure of the measures in mainstream schools. In this way, preventive work with individual education plans as a&#xa0;tool of diagnostics and support is being reversed to become evidence of the need to identify SEN.</p>

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Förderpläne in der schulischen Praxis. Eine Analyse im Kontext der Feststellung sonderpädagogischen Förderbedarfs

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月21日

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  • Sylvie Borel,
  • Katja Adl-Amini,
  • Julia Gasterstädt,
  • Anna Kistner

摘要

In the wake of the criticism of status diagnostics and the associated development of support-oriented assessment, individual education plans are ascribed a central role as an instrument for accompanying the learning process in inclusive education. In many of the German federal states individual support based on individual education plans must be provided by the mainstream school before special educational needs (SEN) assessment procedures are initiated. This article takes this as its starting point and focuses on the tool of individual education plans in the context of SEN assessment procedures in the area of ’learning difficulties’. It presents findings from the research project “InDiVers”, which analyses SEN assessment procedures in primary schools in four German states using a qualitative multi-level design. The methodological approach of situational analysis allows for an understanding of individual education plans as material artefacts and a focus on their agency in complex situations. The central questions of this article are what role individual education plans play in the context of SEN assessment procedures, how the children addressed are constructed as in need of support, and what pedagogical strategies and practices can be analysed. The results show that the individual education plans manifest a deficit-oriented view of the children and their development. The reconstructed pedagogical practices for dealing with the ’problems’ described in the individual education plans document the failure of the measures in mainstream schools. In this way, preventive work with individual education plans as a tool of diagnostics and support is being reversed to become evidence of the need to identify SEN.