About us

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The specialist area of learning support with a focus on basic language education combines two central areas: support pedagogy for learning difficulties and basic language education. In research, teaching and transfer, the focus is on preventative and diagnostic approaches - with the aim of strengthening inclusive educational processes. The department is involved in the development of a strongly inclusion-oriented degree program - with the aim of training teachers who can design lessons for all pupils. It is also interdisciplinary in nature and acts as an interface between Departments 01 and 02. There is close cooperation with the Department of Specialized Learning with a focus on basic mathematical education.

The thematic focuses of the department are:

Critical reflection on categorical attributions of special educational needs and development of process standards that understand diagnostics and support as the task of multi-professional teams in general education schools - with the aim of ensuring that all pupils receive support according to their needs, including temporary needs, without this requiring categorical attributions.
Investigation of the connections between linguistic development and learning processes as well as the role of emotions in learning - also with a view to pupils growing up multilingually.
Investigation of writing processes and the assessment of writing products. The starting point is the realization that global text assessments pose considerable challenges for teachers - objective and reliable assessments can hardly be achieved in this way. Building on this, support diagnostic procedures are developed that enable a differentiated assessment of text production skills and allow tailor-made support measures to be derived.
Study workshops as spaces for research-based learning and encounters in which students can develop their own approaches to subject content, didactic issues and support materials. Transfer formats create links to non-university stakeholders - this allows innovative ideas to be brought into school practice and at the same time impulses from practice flow back into university teaching. The benefits of this work are systematically researched and the results of the work and research processes are documented.