Three questions for...
the CERI researchers
Univ.-Prof. Dr.phil. Barbara Gasteiger-Klicpera
Head of CERI and Head of the Inclusive Education Unit of the Department of Education Research and Teacher Education at the University of Graz
What exactly does a professor of inclusion do?
Inclusion is a very diverse subject, as the disabilities that people may face are very different. There is a lot to do in research and we try to use our research to identify ways to promote and support inclusion and joint learning for all children.
Many years ago, we began developing programmes that can be used to design lessons in such a way that every child receives the support they need, allowing all children to benefit from inclusive education. This is only possible if diagnostics and support go hand in hand, teaching materials are designed adaptively and the learning environment is also tailored to the different needs. We have realised this in our ReHaRe and ASDEX projects, which focused on the inclusion of very different children, including children on the autism spectrum.
Research is needed to show ways in which individual ideas can be turned into joint concepts that enable inclusion. This is why we also conduct cooperative research with other disciplines in order to combine different approaches, e.g. the possibilities of digital technologies, findings from medicine, biology, etc. in a national and international context. In Austria, we recently completed a study on special educational needs in which colleagues from all federal states of austria participated. Only in this way was it possible to address the federal state-specific differences and develop ideas on what a common path could look like. Finally, it is also essential to look at other countries in order to exchange experiences and develop them further. Only together can we make progress towards realising an inclusive school.
Why is inclusion not a given?
It has been clear for a long time that an inclusive school system is necessary and is the most suitable and better way for all pupils. I have just been looking closely at the development of inclusion in South Tyrol. South Tyrol is a region that is linguistically and structurally very similar to Austria and has implemented an inclusive school system since the late 1970s, which has neither special schools nor special classes and can also boast excellent results in international school performance studies.
However, inclusive teaching can sometimes be challenging because it requires a close look at what the individual child needs in order to be well supported in their learning. Inclusion has a lot to do with the quality of the education system and the quality of teaching. High-quality teaching that focusses on the learning success of all children is always inclusive teaching and requires highly qualified teaching and support staff.
We are currently experiencing a significant transformation, with digital technologies advancing at an incredible pace. This technological progress, also in connection with artificial intelligence, opens up many opportunities to advance the inclusion of people with disabilities: Devices with eye-tracking or with voice control, communication tools, adaptive learning programmes. AI opens up opportunities to implement adaptive teaching very quickly, and we should utilise these opportunities. We have the knowledge, we have the technologies: we just need a little more courage to implement them.
What is the "funniest or most remarkable" thing that has happened to you in the classroom so far?
A very special event happened to me once in the lecture hall - it wasn't really funny, but it was very impressive. I was giving my lecture in a relatively large lecture hall with about 500 students. Suddenly I heard a loud, dull sound in one of the last rows. I was startled, like many of the students with me, interrupted the lecture and ran to the back. I saw that several students were crowded around a person lying on the floor.
I asked what had happened? One of the students told me that she was friends with the student who was lying on the floor. He had told her that it could happen that he might suddenly fall over. Her only job would then be to make sure that he didn't hurt himself, lay him down comfortably and wait. He would regain consciousness very quickly. Only if this was not the case would the emergency doctor have to be called.
After a few moments, the student actually opened his eyes. He sat up and told me that everything was fine. This often happened to him and I could carry on. I was a little worried and asked if everything was really okay? Yes, yes, he was completely fine, there was nothing to worry about, he didn't need a doctor. So I returned to the podium and continued the lecture.
I was particularly impressed by the fact that he obviously continued his studies with great courage and didn't let difficulties stop him, but also that and how his fellow students supported this, made sure that no injuries happened and thus took joint responsibility for the well-being of everyone. For me, this was an incredibly impressive sign of shared solidarity among the students.
Assoc. Prof. Priv.-Doz. Mag. PhD Lisa Paleczek
Deputy Head and Private Lecturer at the Humboldt University of Berlin
What do you find particularly socially relevant about your work?
I find my work particularly relevant to society because education as a human right must be accessible to all children - regardless of disability, origin, language or other variables. It is our common task to create the conditions for this by removing barriers. Through my work, I want to help us recognise where children stand at an early stage and provide them with targeted support. It is particularly important to me to work in a practical way, to react quickly to developments and to empower teachers and children directly. After all, successful inclusion promotes equal opportunities and social cohesion.
What would you like to pass on to your students?
That research and practice are inextricably linked. You don't need to be afraid of research - you need curiosity and the awareness that it is an opportunity to actively shape education. It is important to me to awaken interest in inclusive perspectives and to sensitise people to their social responsibility to work for participation and against exclusion. Students should learn to recognise marginalisation processes early on and courageously stand up for more justice.
What obstacles do you have to overcome?
I come up against various obstacles in my work. Many people believe they know school and teaching well - simply because they went to school themselves. This often makes it difficult to have a well-founded, professional discussion. In addition, there is often a lack of a truly appreciative attitude towards diversity. People are too quickly placed into boxes and and ableist thinking patterns are deeply ingrained in our society - and unfortunately also in the education system. Far too often, attempts are made to adapt the child to the system instead of designing the system in such a way that it enables learning, recognises barriers and actively removes them. Existing structures are rarely questioned, even though they often prevent genuine participation. And last but not least,it remains a challenge to ensure that as a woman and mother in academia, I am heard equally and consistently.
Franziska Reitegger BA MSc PhD
Senior Scientist
How can our research change society?
By focussing preciselyon those areas that others often overlook- on people who are disadvantaged, ignored or not included in existing (educational) systems and at the same time showing how structures can be made fairer and more inclusive. If we focus on real-life situations, critically analyse systems and develop practical solutions, then knowledge and solutions are created that do not remain in the "ivory tower" but can bring about change. For me, research means looking, listening and helping to make diversity visible as an enrichment and strength.
What aspect of your work is particularly enriching for you?
Working directly with people - with students, with people from the field, from different walks of life and specialist disciplines. I find it particularly enriching when research doesn't remain abstract, but is the result of real dialogue - participative, interdisciplinary and grounded in real life. And when you see that years of work suddenly have an impact: because a programme works, a concept is implemented or people's quality of life improves.
Why are you doing research at the University of Graz?
Because here I have the opportunity to dedicate myself to socially highly relevant topics that are personally important to me and at the same time work at a university that sees inclusion not only as a subject, but also as an attitude. The openness to interdisciplinary, practical and international cooperation creates a space in which innovative ideas can grow.