Abstract:

The evaluation and selection of teaching materials is of utmost importance for every teacher in inclusive learning environments in order to enable students to receive targeted support. Confronted with many materials on the market, the teacher must decide which teaching material suits the needs of the children with special needs. This presentation looks on the assessments of inclusive teaching materials in Sweden, Italy, Luxembourg and Germany in an international- comparative research design. The focus of the study is on primary education and especially math.

Research questions:
1. How are teaching materials in mathematics assessed by teachers in Germany, Italy, Luxembourg and Sweden?
2. Which quality criteria of inclusive teaching materials in mathematics can be obtained through content analysis of transcripts of teacher interviews and inclusive teaching materials?

This article makes particular use of the qualitative methodology. Four primary schools in Germany, Sweden, Italy and Luxembourg took part in the project. Interviews were conducted with teachers regarding their assessment practices. Furthermore, content analysis of the transcripts of the interviews was carried out. 21 Math Teachers were interviewed. In addition, a content analysis of the inclusive teaching materials was carried out. The content analysis was based on the inductive categorisation approach by Mayring (2012). Quality criteria were developed based on the evaluation of the interviews and the teaching materials.

Based on the results of the content analysis, five quality criteria for the evaluation of inclusive teaching materials could be determined.
(1) Personalised learning environment: e.g. does the student receive personalised and informative feedback? Is the material adaptable to the needs of the children e.g. regarding tasks?
(2) Social collaboration: e.g. does the material gives opportunities to communicate with peers and seek support?
(3) Metacognitive training: e.g. Diagnostic tools should be available to identify learning potentials
(4) Structure: e.g. are the texts understandable? Did it contain assistive technology?
(5) Motivation: e.g. are cognitive conflicts implemented?

The quality criteria are an important instrument for teachers, aspiring teachers and publishers to assess teaching materials and select those materials which benefit their students.

References:
[1] Mayring, Philipp. (2015). Qualitative Inhaltsanalyse (12., Ed.). Weinheim; Basel: Beltz.

Keywords:

Inclusion, Teaching materials.