LEADER 03264oam 2200577 c 450 001 9911015958903321 005 20260102090118.0 010 $a3-7566-1725-4 024 3 $a9783756617258 035 $a(CKB)39136675000041 035 $a(MiAaPQ)EBC32154369 035 $a(Au-PeEL)EBL32154369 035 $a(Wochenschau Verlag)9783756617258 035 $a(EXLCZ)9939136675000041 100 $a20260102d2025 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aInclusive History Education /$fSebastian Barsch 205 $a1st ed. 210 $aFrankfurt am Main$cWochenschau Verlag$d2025 215 $a1 online resource (0 pages) 225 0 $aKleine Reihe - Geschichte 327 $a1. Introduction Inclusion and history education 2. Theoretical perspectives Learning on the common object Dialogic learning Core concepts as a ?common object? 3. Didactic diagnostic assessment Diagnostic methods Document the learning process 4. Elements for planning inclusive lessons Visualisation Promote teamwork Project-based learning Lesson planning Aesthetic approaches to historical learning Accessibility 5. Five steps to inclusive history lesson planning 6. Exemplary lesson idea Step one: diagnosing the initial learning situation Step two: Documenting the process and learning progress Step three: Tasks and objectives Step Four: Design lessons that are as open as possible and offer a variety of pathways Step five: Present and reflect on the results and the working process 7. Looking ahead 330 $aInclusion brings with it new challenges for the planning of history lessons. The increasing heterogeneity of the student body also demands new ways of differentiation and subject orientation from history teachers. This volume brings together ideas and practical examples to meet these challenges and provide teachers with guidance when designing history lessons in inclusive classes. The focus is on diagnostics and individual support planning. In addition, general principles of inclusive teaching such as the Universal Design of Learning, language sensitivity and aesthetic approaches to historical learning are presented. The volume is not solely focused on inclusive teaching for children and young people with special educational needs. Rather, it is based on a broad understanding of inclusion that takes school diversity as a whole into account. Translated with DeepL.com (free version) 606 $adiversity 606 $ainclusive teaching 606 $ahistory classes 606 $adifferentiation 606 $asubject orientation 606 $alesson planning 606 $adiagnostics 606 $alanguage sensitivity 615 4$adiversity 615 4$ainclusive teaching 615 4$ahistory classes 615 4$adifferentiation 615 4$asubject orientation 615 4$alesson planning 615 4$adiagnostics 615 4$alanguage sensitivity 700 $aBarsch$b Sebastian$4aut$01204732 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911015958903321 996 $aInclusive History Education$94412306 997 $aUNINA