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Current Catalog
First multi-year cumulation covers six years: 1965-70.
Pädagogik bei geistigen Behinderungen
Das Buch bietet eine grundlegende Einfuhrung in die padagogischen Konzepte und Hilfen fur Kinder, Jugendliche und Erwachsene mit geistiger Behinderung. Einleitend werden die Geschichte und das System der Geistigbehindertenhilfe in Deutschland behandelt. Dann werden der Begriff und das Phanomen geistige Behinderung aus padagogischer, psychologischer, soziologischer und medizinischer Perspektive beleuchtet. Neben der Fruhforderung und Diagnostik finden die Leitkonzepte der Padagogik bei geistiger Behinderung sowie die schulische und ausserschulische Forderung eine eingehende Darstellung. Weitere Kapitel widmen sich Methoden und Konzepten der Intervention, Forderung und Therapie. Ein Ausblick auf internationale Entwicklungen, auf interdisziplinare Ansatze und auf ethische Perspektiven des Fachs rundet den Band ab.
Inklusion, Partizipation und Empowerment in der Behindertenarbeit
Die Behindertenarbeit befindet sich derzeit in einem hochdynamischen Umbruch. Dabei folgt sie als neuen Leitprinzipien den Begriffen "Inklusion" und "Empowerment". Zwar gibt es inzwischen einige theoretische Beiträge zu den dahinter stehenden Konzepten; was fehlt ist bislang vor allem der Bezug auf die konkrete handlungspraktische Ebene und damit Antworten auf die Fragen: Wie sieht der jeweilige Ansatz in der Praxis aus? Wie lässt sich das konkret umsetzen? Gibt es dafür in Deutschland schon vorbildliche Beispiele? Das Buch will für die Bereiche des Arbeitens, Wohnens und der Lebensgestaltung Best-Practise-Beispiele dokumentieren und damit zeigen, welche Zukunftsperspektiven sich für die Behindertenarbeit aus den neuen Leitprinzipien "Empowerment" und "Inklusion" ergeben.
Why Still Education?
Why Still Education? will appeal to researchers of education – scholars and students alike – in the fields of philosophy, sociology, pedagogy, andragogy, psychology, political theory, anthropology, and history, as well as experts in education management and educational practitioners, such as teachers and textbook authors. The question posed by the title is separated in the book into three more specific questions; the first of which, titled “Education for What?”, investigates the eternal issue the purpose of education. The second section, which examines the most appropriate approaches and expected outcomes for a child-centred perspective, is called “Education for Whom?”; and the third part, “Whose Education?”, takes national, gender and other subtle or self-explanatory characteristics of education and looks at them from the standpoint of discrimination. The volume offers nine different chapters, which provide illuminating and interesting answers to these questions, and, thus, allow them to be more thoroughly resolved and enable rational discourse about them.
Dialogues on Disability and Inclusion between Isfahan and Hamburg
Scientists and students of the Universities in Isfahan and Hamburg are in an intensive dialogue on the social and cultural challenges as well as on education- and curriculum-related issues in putting the UN Convention on the Rights of Persons with Disabilities (UNCRPD) into effective practice in both cities. The project intends to strengthen three areas of dialogue: (1) the international scientific dialogue between the two universities on concepts such as disability, rehabilitation, inclusion, accessibility or universal design; (2) municipal dialogues between each university and the specific local organizations and institutions working for the disabled; (3) the institutional dialogue for putting the UNCRPD into practice in the respective university context in Isfahan and Hamburg and on the further development of the curricula and of teaching formats. The book presents first results of the project and thematically relevant contributions of research groups in Iran, Germany and other countries.
Disability in Twentieth-Century German Culture
A groundbreaking exploration of disability in Germany, from the Weimar Republic to present-day reunified Germany
Bilingualism and Deafness
This book examines sociolinguistic, educational and psycholinguistic factors that shape the path to sign bilingualism in deaf individuals and contributes to a better understanding of the specific characteristics of a type of bilingualism that is neither territorial nor commonly the result of parent-to-child transmission. The evolution of sign bilingualism at the individual level is discussed from a developmental linguistics perspective on the basis of a longitudinal investigation of deaf learners' bilingual acquisition of German sign language (DGS) and German. The case studies included in this volume offer unique insights into bilingual deaf learners’ sign language and written language pro...
Critical Pedagogy
Our educational system is in turmoil. Many would argue that it has been assaulted and oversimplified by the right. There is growing concern that we are becoming a liberal nation-state with an increasingly anti-liberal population and an electorate that is disinterested in politics. In this globalized world, the power of capital is so great that opposition to it is often discouraged and disheartened, leaving many citizens few political precepts by which to consider their institutions. This contemporary failure of vision has opened the way for the unimpeded return of the philosophy of the free market. As a result, social and educational policies are debated almost solely in terms of how they fi...
