Institute for Inclusive Education

Abstract According to the stereotype content model (SCM), individuals with disabilities are commonly stereotyped as “warm but dumb.” Thereby, disabilities are used as an umbrella term encompassing various types of disabilities. The current study pursues the question of whether different types of disabilities are associated with different patterns of stereotype content. The relevance of this question has increased since the adoption of the Convention on the Rights of Persons with Disabilities : Students with disabilities or special educational needs (SEN) are increasingly included in regular classrooms, where the social category of students with SEN is particularly salient. Thus, teachers’ stereotypes of these students may be activated more easily and may affect their (teaching) behavior. In the main study, involving N = 57 teachers, we investigated teachers’ stereotypes of students with different types of SEN using the SCM approach. Students with social-emotional disabilities were rated as colder than students with other types of SEN. Students with intellectual disabilities were rated as comparatively incompetent. This pattern of results perfectly matched the results of a pre-study investigating N = 259 German citizens’ stereotypes of people with different types of disabilities. Findings suggest the importance of considering differentiated stereotypes of people with different disabilities or SEN. Moreover, teachers’ stereotypes of students with different SEN appear to be comparable to those regarding disabilities in people outside the school context, implying socially shared stereotypes when differentiating between types of disabilities. We discuss the practical implications of these results in terms of their relevance for school.

Abstract: In this contribution we discuss the duties and responsibilities which are important within teacher education to qualify for teaching students in the 21st century at school for acting competent in their future by including contemporary media in their learning. Based on a practiced teaching module the authors ’ give an example, how to structure contemporary learning processes. This approach has been verified by the design, test and evaluation of a mixed reality learning environment. 12th graders and undergraduate students design and perform possibilities of identities in connecting Second Life and Real Life. The results of the evaluation of the teaching attempt are discussed und transferred in specific guidelines for teacher education in this area.

Abstract Background: Despite legal mandates supporting inclusive education in Canada, students with disabilities continue to experience systemic exclusion through partial-day schooling. This practice, often implemented due to limited staffing, inadequate training, and insufficient resources, disrupts learning, social interaction and emotional development while undermining students’ rights to full participation. Aims: To examine partial-day schooling as a harmful exclusionary practice, explore its systemic causes and consequences and highlight the roles of families, advocacy organisations and educational leadership in advancing full-day inclusive education. Methods: Narrative analysis drawing on policy investigations, parent testimonies, advocacy reports and oversight body findings from New Brunswick and British Columbia to contextualise partial-day schooling within broader systemic inequities. Results: Partial-day schooling causes academic disruption, emotional distress, institutional marginalisation and family burdens, reflecting systemic policy failures rather than isolated cases. Advocacy organisations help bridge policy and practice gaps, but sustainable reform requires leadership action. Conclusion: Partial-day schooling contradicts the principles of inclusive education, representing a systemic denial of rights. Eliminating this practice requires adequate resourcing, cultural change, accountability and full implementation of Article 24 of the CRPD.