The development and expansion of inclusive education systems poses new challenges for teachers in all types and forms of schools and raises the question of what skills teachers need in inclusive education systems. Inclusive school development requires the role of special education teachers to be expanded; their job within an inclusive school system involves much less teaching and more observation and diagnostics, lesson and support planning and advising colleagues, parents and pupils (Lindmeier & Lindmeier 2018, Grummt 2019).

The sub-project "Special educational counselling skills in inclusive schools" (SoBiS) develops, tests and evaluates a cross-phase counselling profile that is taught across all three professionalization phases of teacher training (university, Studienseminar, Pädagogisches Landesinstitut) (spiral curriculum). Based on theoretical models of counseling skills (Mc Laughlin 1999; Schwarzer & Buchwald 2006; Hertel & Schmitz 2010), the three core competencies for inclusive education according to the European Agency for Development in Special Education Needs and Inclusive Education (EA 2012) and the systemic solution-oriented counseling approach (Baeschlin & Baeschlin 2004; Bamberger 2015; Barthelmess 2016), a special education counseling concept was designed and iteratively developed in cooperation with partners from all three phases of teacher training.

The combination of systemic solution-oriented counseling skills, special educational expertise and structural knowledge forms the basis of the spiral curriculum and at the same time the basis for being able to work with the conditions of inclusive everyday school life.

The aim is to acquire theory-based knowledge and skills for systemic solution-oriented counseling, communication and teamwork, including observation, design and reflection of educational processes, in order to better meet the counseling requirements in different inclusive school settings and to be able to jointly shape inclusive developments across all types of schools.

This sub-project will be continued from the first project phase. Further information on the work of the sub-project in the first funding phase can be found here.

Literature

Baeschlin, K. & Baeschlin, M. (2004). Fördern und Fordern, "Einfach aber nicht leicht", Schriftenreihe, Winterthur: ZLB - Zentrum f. lösungsorientierte Beratung. Available at http:// www.loa-training.ch [01.10.2020].

Bamberger, G. G. (2015). Solution-oriented counseling (5th, revised ed.). Weinheim, Basel: Beltz.

Barthelmess, M. (2016). The systemic attitude: What constitutes systemic work at its core. Göttingen: Vandenhoeck & Ruprecht.

European Agency for Development in Special Needs Education (2012). A profile for inclusive teachers. Odense, Denmark. Available at www.european-agency.org/agencyprojects/Teacher-Education-for-Inclusion [28.09.2020].

Grummt, M. (2019). Special education professionalism and inclusion. Studies on school and educational research: Vol. 78. Wiesbaden: Springer VS.

Hertel, S. & Schmitz, B. (2010).Teachers as counselors in schools and classrooms. Stuttgart: Kohlhammer.

Lindmeier, C. & Lindmeier, B. (2018). Professionalization of teachers. In T. Sturm & M. Wagner-Willi (Eds.), Handbook of school inclusion (pp.267-282). Stuttgart: Barbara Budrich publishing house; UTB.

McLaughlin, C. (1999). Counseling in school. Looking back and looking forward. British Journal of Guidance and Counselling, 27 (1), 13-23.

Schwarzer, C. & Buchwald, P. (2006). Counseling. In Krapp, Andreas & Weidenmann, Bernd (Eds.), Educational psychology (pp. 575-612). Weinheim: Beltz.