In 2009, Germany ratified the UN Convention on the Rights of Persons with Disabilities (UN-CRPD) and committed itself to allow for “the full and effective participation [of people with disabilities] in society” (United Nations, 2006, §3), especially in education (United Nations, 2016, §24). The present article addresses the necessary follow-up question: which patterns of perception university teachers have of students with disabilities? A first project-based qualitative analysis of data from the EU-project “European Action on Disability within Higher Education” has been conducted on the grounds that disability can be described as a constructed sociocultural phenomenon (Tremain, 2005), showing that heterogenous concepts of disability can be reconstructed from the interviews (Aust, Trommler, & Drinck, 2015). In an adaptation of theoretical sampling according to Grounded Theory (Glaser & Strauss, 2010), interviews with teachers were selected for this article. The Explanatory Legitimacy Theory Model by DePoy and Gilson (2004, 2010) served as a pool of ideas for analysis. The four main areas of, 1) effective power of symbols or iconic figures, 2) performativity of attributions of disability, 3) dimension of time for concepts addressed, and 4) perpetuation of the medicine model can be reconstructed. The analysis indicates that the medicine model remains the dominant reference when teachers in higher education speak about disability. In conclusion, conditions that impede the proper implementation of the UN-CRPD in higher education must be identified so that higher education institutions can be further developed as multicultural organisations (Schein, 1984).

No AccessHuman Rights – Inclusion – Education. Interdisciplinary and comparative Perspectives4th Annual I.INT Network Meeting at University of Luxembourg (June 16–18, 2017)Lea Schäfer, Andreas Köpfer, Robert Aust, Justin J.W. Powell, Michelle BrendelLea SchäferSearch for more papers by this author, Andreas KöpferSearch for more papers by this author, Robert AustSearch for more papers by this author, Justin J.W. PowellSearch for more papers by this author, Michelle BrendelSearch for more papers by this authorPublished Online:Nov 2018https://doi.org/10.13109/buer.2018.71.4.481SectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail About Previous article Next article FiguresReferencesRelatedDetails Download book coverVolume 71Issue 4November 2018 ISSN: 0006-2456eISSN: 2194-3834HistoryPublished online:November 2018 PDF download

Media education, including computer games and strategies founded on the concept of game-based-learning, are basal issues at the beginning of the 21st century within school educational contexts. Continuously established standards as well as latest developments of technology, gaming community, concepts and expectation towards capabilities of gaming constantly have changed perspectives on Who is playing What, When and for what purpose in addition to consequences, opportunities and problem complexes of gaming itself.The authors designed a seminar at the Faculty of Education of the University of Leipzig that discussed and reflected on scenarios of playing computer games in school pedagogical contexts. In cooperation with the Computer Gaming School Leipzig (ComputerSpielSchule Leipzig/CSL) the authors developed, tested and evaluated the course during the summer semester 2014. The aim was to create a situation in which future teachers and seminars instructors were enabled to reflect critically on opportunities, obstacles and chances of a reasonable implementation of entertainment software (in fact computer games) into pedagogical teaching concepts. Both, theoretical and critical introductions to several issues concerning game-based-learning and computer games as well as practical gaming experience (which could have gained in three sessions) built the bases which discussions within the seminar were founded on.

By the beginning of the 21st century, media education on topics such as video games and strategies founded on the concept of Game-Based Learning has become an essential issue in school educational contexts. Continually rising standards in gameplay as well as recent developments in technology, in the gaming community, in the concepts and expectations of the potentials of gaming, have successively changed the perspectives on who is playing what, when and for what purpose, as well as on the consequences, opportunities and problems of gaming itself. The authors of this article designed a seminar at the Faculty of Education at Leipzig University, in which different scenarios of playing computer games in school pedagogical contexts could be tried out, discussed and reflected on. The course was developed, tested and evaluated in cooperation with the Computer Gaming School Leipzig (ComputerSpielSchule Leipzig) before and during the summer semester of 2014. The aim was to create a situation in which future teachers and seminar instructors would be able to reflect critically on the opportunities, obstacles and challenges of a sensible integration of entertainment software (such as video games) in pedagogical teaching concepts. Theoretical and critical introductions to some selected issues concerning Game-Based Learning and computer games in general as well as hands-on gaming experience (gained in three practical sessions) provided the basis for discussion in the seminar.

Today aquisition of information and generation of knowledge happens not only by conventional means of teaching but shift to alternative resources and channels like the lnternet and appendant offers to an increasing degree. However, the integration of new channels in academic studies of teacher trainees is not common so far. The University of Leipzig is equipped with one central e-learnig service center yet it's potential ist not being utilized by university professors and lecturers. Meanwhile, there are specific didactic and technical possibilities to employ the so far unused resources of e-learning and the competency of the students and consequently offer a broader and more individualized teaching-learning-szenario (e.g. self-organized, cooperative learning; employability; managing diversity). Based on these preliminary considerations a seminar structure was designed in line with the, StiL-Project" to integrate most of the mentioned aspects as central components of the teaching-learning-offer for teacher trainees. The central didactic idea is the development and the application of a meta-plan/role-play-method for students as defined by constructivist didactics (e.g. Kersten Reich, 2008). With regards to content the conception primarily deals with socialization through and with media plus, web 2.0" and their potential interaction in school context. The seminars are of modular structure and include 1) Introduction to basic concepts, 2) Additional workshops that offer the opportunity to discuss results/problems/insight with tudors and 3) an online platform with web tools and content-based learning units for all attendees. The seminars will no longer take place on a weekly basis. Therefore, the working and organizational structure is open in organization with modular elements that work individually and independentely of preassigned spaces of time. In this type of teaching-learning setting it is possible to take account of the changing frame conditions of knowledge generation and information aquisition of students and the technical potential.