Support in Interactions in the Context of Inclusive Instruction.Reconstructions Regarding the Establishing and Processing of Support Practices.

为了应对包容性课堂中日益增加的异质性，教师经常在学生之间建立支持关系。本研究项目的重点是教师建立这种教学方法和学生之间的互动实践，采用定性重建的研究设计。数据库是为重建而录制的课程录像文件。该项目旨在对教师支持代表团的意义结构和初中学生之间的援助实践进行类型区分；在这方面，他们的生活阶段是不同的，他们的互惠能力是对比。除了这些不同类型之外，我们还将寻找具有或不具有有限互惠能力的学生以及具有或不具有特殊需要的学生的支持活动的意义的结构同源性，以及由各种意义结构打开或关闭的互动空间。作为一个框架，该项目侧重于潜在的三位一体（教师/学生/学生），在学校支持理论的背景下，处理课堂支持关系的结构不对称和矛盾心理，并从经验和理论上对其进行区分。此外，关于将支持作为规范性声明和支持作为执行实践之间的差异的结果是可以预期的。由于2006年联合国《残疾人权利公约》的实施，对包容性学校中新出现的典型实践进行了重建研究，但这方面的研究很少。本项目将对学校教育不公平的研究和包容性的反思性研究做出重大贡献。

In order to cope with the strongly increasing heterogeneity in inclusive classes, pedagogues often establish support relationships between students. This research project focuses both on the establishment of this method of instruction by the teachers and on the interaction practices between the students, using a qualitative-reconstructive research design. The data base is video-graphed documentations of lessons which have been transcribed for the reconstruction. The project aims both at a typological differentiation of the meaning structures of support-delegations by the teachers and of assistance practices between students on lower secondary schools; in this regard, their phases of life are differentiated and their ability of reciprocity is contrasted. Beyond those different types, structural homologies with regard to the meaning of support activities for students with or without a limited capacity of reciprocity and with or without special needs will be looked for, as well as the spaces of interaction which are opened or closed by various structures of meaning. As a frame, the project focusses on the potentially triadic (teacher/student/student) dealing with the structural asymmetry and ambivalence of the support relationship in class, against the background of a theory of support in schools, and differentiates it both empirically and theoretically. Moreover, results regarding a difference between speaking about support as a normative claim and supporting as performed practice are to be expected. Research, which focusses on the newly emerging typical practices in inclusive schools, a result of the implementation of the UN Convention on the Rights of Persons with Disabilities in 2006, by means of reconstruction, is rare. This project will make a significant contribution to research on educational injustice in schools and to a reflexive research on inclusion.