TY - RPRT A1 - Schreier, Pascal A1 - Jessen, Moiken T1 - Sprachsensibles Unterrichtsgeschehen im Förderschwerpunkt esE – Eine theoretisch fundierte Ideen- und Materialsammlung. Teil I: Theoretische Fundierung und Impulse T1 - Language-Sensitive Teaching Practices in Special Needs Education for Children with emotional and behavioral difficulties - A Theory based Collection of Ideas and Materials. Part I: Theoretical Foundation and Insights N2 - Sprachsensibilität als Unterrichtsmerkmal erweist sich als lohnend für alle Schüler*innen, unabhängig von Migrationshintergrund und (sonderpädagogischen) Förderbedarf. Diese Handreichung versteht sich als eine theoretische Annäherung an den Schnittbereich von Mehrsprachigkeit und dem Förderschwerpunkt emotionale und soziale Entwicklung. Zum einen sollen die Bezüge und Gemeinsamkeiten der beiden betreffenden Bereiche geklärt werden (Teil I), zum anderen bieten zahlreiche Methoden, Ideen zur Umsetzung und Materialien bereits praxisgeeignete Vorschläge zum Umgang mit sprachlicher Heterogenität (Teil II). Der vorliegende, erste Teil stellt die theoretische Fundierung dar. N2 - Sensitivity to language can be considered as an important characteristic of teaching and to be worthwhile for all pupils, regardless of migration background and (special) educational needs. This manual is intended as a theoretical approach to the intersection of multilingualism and the special needs education with the focus on emotional and social development. On the one hand, the relations and the commonalities of these two domains are to be clarified (Part I). On the other hand, numerous methods, ideas for implementation and materials already offer practical suggestions for dealing with linguistic heterogeneity (Part II). This first part held in hands here therefore provides the theoretical foundation. T3 - LFS online - 5 KW - Inklusion KW - Deutsch KW - Mehrsprachigkeit KW - Verhaltensstörung KW - Lehrerfortbildung KW - Sprachsensibilität KW - Deutsch als Fremdsprache KW - emotional-soziale Entwicklung KW - multilingualism KW - German as a foreign language KW - Fremdsprache KW - Inklusion KW - Verhaltensstörungen KW - Lehrkräftebildung Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-329437 SN - 2750-6347 ER - TY - THES A1 - Böck, Alisa-Ramona T1 - „Mit Musik den Alltag strukturieren“ – Verbindung von Musik mit Methoden zeitlicher Strukturierung im Förderschwerpunkt soziale und emotionale Entwicklung T1 - "Structuring everyday life with music" – Combining music with methods of temporal structuring in schools regarding the so-cial and emotional development of students N2 - This paper deals with the importance of music lessons in Bavarian special needs schools. It is based on three hypotheses and develops various possible reasons regarding the above-mentioned concern in relation to the focus on schools working with students' challenging be-haviour. For this purpose, literature and an expert interview are used to derive special conditions of these schools. Moreover, this paper examines the circumstances of musical education and possible ways of dealing with them at schools. The aim of this paper is to derive general possibilities for teaching. The concept of 'music ed-ucation units' (Musikvermittlungseinheiten) is used as a basis for suggesting a concrete way of integrating music education into everyday school life. These are short, approximately 10-minute units in which music is used and taught as part of structuring and rhythmising phases. Chances and limits of these music education units as well as recommendations for action and exemplary suggestions for their design are elaborated at the end of the paper. N2 - This paper deals with the importance of music lessons in Bavarian special needs schools. It is based on three hypotheses and develops various possible reasons regarding the above-mentioned concern in relation to the focus on schools working with students' challenging behaviour. For this purpose, literature and an expert interview are used to derive special conditions of these schools. Moreover, this paper examines the circumstances of musical education and possible ways of dealing with them at schools. The aim of this paper is to derive general possibilities for teaching. The concept of 'music education units' (Musikvermittlungseinheiten) is used as a basis for suggesting a concrete way of integrating music education into everyday school life. These are short, approximately 10-minute units in which music is used and taught as part of structuring and rhythmising phases. Chances and limits of these music education units as well as recommendations for action and exemplary suggestions for their design are elaborated at the end of the paper. T3 - LFS online - 7 KW - Musikerziehung KW - Verhaltensstörung KW - Sonderpädagogik KW - emotional-soziale Entwicklung KW - Musikunterricht KW - Musik KW - Strukturierung Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-344887 SN - 2627-4396 ER -