Het vieren van diversiteit in de schoolpraktijk

Praktijk
Lessen worden ingericht met in gedachten: “leren van alle leerlingen” en stimuleren de participatie
van alle leerlingen. en ontwikkelen begrip voor verschillen.
In the afternoon pupils take part in an interesting afternoon-program with a big variety of courses
children can choose. Another possibility in class is working on the same topic but with different
tasks. Working in this way, firstly all of the class meets and the teacher summarizes the topic the
class is going to work on. The pupils then ask questions and try to find interesting sub-topics
which they would like to study. They also think about the methods with which they can get results
for their questions. The ideas of the children contain experiments as well as reading and
reproducing texts or the creative treatment of the topic (like building a model) up to useful training
of a special tool. The different tasks have to be discussed with the teacher if they are invented by
the children. Other tasks are instructions given by the teacher directly. If you have many different
tasks concerning one topic it is very important to finally re-import results and working methods into
the group: this is the reason why presentations are of very high interest.
Leerlingen leren samen, peer-assistance.
Children learn this positive attitude towards diversity from their first school day and during every
single day in school. There are many circles where classes meet and everybody recounts what he or
she has been or will be doing. Children find out by themselves that every piece of work must be
appreciated – since a child exerted much effort. As a tool you can use class-instructions like “Work
with Peter!” If children are told to take care of each other and work with one another, they will do so.
When they think and talk about their working processes later on, they always find positive aspects of
working together. Als kinderen scheikunde krijgen, krijgt de leerling met een beperking in een aparte
ruimte les van zijn begeleider, weliswaar over hetzelfde thema. Alle leerlingen leren van elkaar, en
helpen elkaar.
Klassenassistenten ondersteunen het leren en participeren van alle leerlingen.
Since the school has multi-professional teams in every class, they can take various different
viewpoints on the issues. In team-meetings and special instruction meetings they discuss and try to
develop new ideas. Kinderen met een beperking hebben daarnaast een eigen begeleider die hen
helpt in de klas of individueel ( filmpje) "schulhelfer"
Leerkrachten plannen, geven les en evalueren in partnerschap.
There are two teachers per class during the lessons. They are – depending on the needs of the
children - assisted by educators, nurses and/or young people during their social year.
Verschillen tussen leerlingen worden gebruikt als hulpbron bij leren en onderwijzen.
Sophie Scholl schreef: „Beweist durch die Tat, dass ihr anders denkt!“ – en dat is bij ons op
school een verplichting om:
Voor inclusie te zorgen en ontwikkeling en gemeenschap voor alle kinderen, onafhankelijk voor
beperking of niet beperking, van geslacht of sociale afkomst toegankelijk te maken.
In het dagelijkse schoolleven de heterogeniteit te erkennen en de erkenning van verschillen
zichtbaar te maken en te laten zien dat het waardevol is.
De persoonlijkheid van de leerlingen te versterken en ervoor te zorgen dat de “Sozialerziehung“
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