TY - CONF

T1 - Methodological implications of a theoretical textbook analysis of Pedagogy for intellectual disabilites (PID)

AU - Klix, Jonathan

PY - 2024/9/11

Y1 - 2024/9/11

N2 - What is the so-called pedagogy of intellectual disability? This supposedly trivial question forms the starting point of the doctoral project to be outlined here, the justification of the unity of pedagogy for intellectual disabilities (hereinafter: PBGE). The focus of this research project is on the disciplinary constitution of the special educational discipline "Pedagogy of Intellectual Disability" (PbgB). Ludwik Fleck's theoretical considerations on thinking style and thinking collective (1981 [1935]) form the starting point. The aim is to capture the discipline as a unit and to plausibilize the findability of common facts in textbooks. Disciplinary bodies of knowledge of PBGE are all those accessible and traditional systems of symbols and signs that can be found in the field of the scientific discipline of PBGE. The methodological conception is based on Fleck's theory and discourse linguistic approaches. Textbooks serve as the main source to identify shared facts and thought structures within the discipline. The methods are explained in detail to ensure traceability and reproducibility. The preliminary findings offer insights into the disciplinary structures of intellectual disability pedagogy. The application of Fleck's concepts and discourse linguistic analyses highlights similarities and differences within the discipline, particularly in dealing with the diversity of the target group. Based on the preliminary results, conclusions can be drawn for the further development of pedagogy for intellectual disabilities. Particular attention should be paid to disciplinary self-reflection in view of the heterogeneity of the group of people addressed.

AB - What is the so-called pedagogy of intellectual disability? This supposedly trivial question forms the starting point of the doctoral project to be outlined here, the justification of the unity of pedagogy for intellectual disabilities (hereinafter: PBGE). The focus of this research project is on the disciplinary constitution of the special educational discipline "Pedagogy of Intellectual Disability" (PbgB). Ludwik Fleck's theoretical considerations on thinking style and thinking collective (1981 [1935]) form the starting point. The aim is to capture the discipline as a unit and to plausibilize the findability of common facts in textbooks. Disciplinary bodies of knowledge of PBGE are all those accessible and traditional systems of symbols and signs that can be found in the field of the scientific discipline of PBGE. The methodological conception is based on Fleck's theory and discourse linguistic approaches. Textbooks serve as the main source to identify shared facts and thought structures within the discipline. The methods are explained in detail to ensure traceability and reproducibility. The preliminary findings offer insights into the disciplinary structures of intellectual disability pedagogy. The application of Fleck's concepts and discourse linguistic analyses highlights similarities and differences within the discipline, particularly in dealing with the diversity of the target group. Based on the preliminary results, conclusions can be drawn for the further development of pedagogy for intellectual disabilities. Particular attention should be paid to disciplinary self-reflection in view of the heterogeneity of the group of people addressed.

M3 - Poster

T2 - BERA Conference 2024 and WERA Focal Meeting

Y2 - 8 September 2024 through 12 September 2024

ER -