Inclusive Education
In the Research Unit ‘Inclusive Education’ our research focuses on educational processes with regard to disability and other inequality dimensions such as gender, socio-cultural and socio-economic background, ethnic origin, age and sexual orientation in their intersectionality and historical genesis. The subject of inclusive education has been the desegregated education of people with and without disabilities since it was founded in the 19th century as special education. Inclusive education presupposes the appreciation of human diversity and it aims at the initiation of educational processes in heterogeneous groups in educational institutions as well as full participation in society.
Our research focuses specifically on these three areas:
- philosophical and theoretical foundations (in particular ethics and the theoretical constitution of the discipline)
- global and empirical perspectives on issues of inclusion, participation, inequality, disability and education
- professional and social participation of people with disabilities and/or other disadvantages including their transition from school to work
Most recent
Guest Lectures in the Division of Inclusive Education in November
In November, we had the pleasure of welcoming two international guests: Associate Professor Dr. Nicole Brown (UCL), who offered insights into her project “Disclosure Dances”, followed by a practice-oriented workshop. In addition, Professor Dr. Sarah O’Shea (CSU) discussed the Australian higher education system as part of the International Wednesday series and worked with the team on the Bourdieu–Sen approach.
On Monday, 3 November 2025, Associate Professor Dr. Nicole Brown from University College London (UCL) joined us as a guest. In her lecture, she presented findings from the project “Disclosure Dances: disabled, chronically ill and/or neurodivergent in academia”. Disclosure Dances explores the cost–benefit considerations that academics with disabilities make when deciding whether, where, with whom, and to what extent they disclose personal information. What consequences might these decisions entail? Here, “costs” should be understood less in monetary terms and more in relation to time, explanations, and emotional resources invested.
The lecture also foregrounded the body and embodiment as central elements of research—both in terms of negotiation processes and the relational dynamics between researchers and participants. Prof. Brown highlighted a significant gap in methodological literature, which often assumes that researchers are able-bodied. This is one example of ableism in academia, a topic on which she has published two books. Alongside the scientific findings, the artistic processing of the study—presented in an exhibition in England—was particularly impressive.
The lecture was followed by an engaging workshop that combined conceptual input with practical strategies for actively dismantling barriers in higher education—for instance, through microphone etiquette, adaptation of teaching materials, responsiveness to the needs of students and staff, adjustments to project funding, and provisions regarding disability-related sick leave. It was an intensive and highly informative afternoon for students and all participants.
On Wednesday, 26 November 2025, we were joined by renowned Australian higher education researcher Professor Dr. Sarah O’Shea. As part of the International Wednesday series, she examined the Australian higher education system and questioned traditional assumptions about linear educational pathways in the tertiary sector. Non-linear study trajectories are widespread—and can be understood as a resource. Prof. O’Shea’s current research focuses on students from rural areas in Australia, a particularly disadvantaged student group. The International Wednesday concluded with a lively discussion and a small reception.
We are delighted to have welcomed such distinguished guests to the Division in November. Thank you very much for the inspiring exchange—we look forward to further collaboration in the future!
Conference Attendance and Contributions of the Inclusive Education Team in September 2025
Sabine Weiß presented her completed dissertation project on working-class students as a book at the Bourdieu Study Group Mid-Term International Conference 2025, which took place from 3 to 5 September at the Arbeiterkammer Wien.
Helga Fasching, Rahel More, and Sabine Weiß participated in the ECER Conference in Belgrade from 8 to 12 September. Rahel More presented two papers (Inclusive Education in Early Childhood Between Capabilities and Ableism: A Theoretical Discussion Based on Insights from the Austrian Context; Ableism as a Relevant Concept for Different Fields of Education Research: A Scoping Review), and Helga Fasching and Sabine Weiß presented in a symposium on the “role of parents” and “counselling.”
Helga Fasching and Sabine Weiß attended the 60th Annual Conference of the Special Education Section in Heidelberg from 22 to 24 September. Sabine Weiß presented an individual contribution, and Helga Fasching delivered a keynote on “Designing and researching inclusive transitions from school to vocational education and employment collaboratively.”
Prof. Dr. Helga Fasching as International Expert: Evaluation of UNICEF Armenia’s Programming for Adolescents and Youth (2021–2024)
Prof. Dr. Helga Fasching served as an international expert and partner in the evaluation of UNICEF Armenia’s Programming for Adolescents and Youth (P4AY) from 2021 to Q1 2024, targeting ages 12–24. The evaluation found that the programs are relevant, inclusive, and largely effective in empowering adolescents and promoting gender equality. Coherence and joint programming issues were identified, and sustainability remains a challenge. Eight recommendations were developed to strengthen participatory approaches, gender- and disability-sensitive practices, partner capacity, and documentation of lessons learned.
The evaluation report has been published on the UNICEF website. You can read it here.
New Visiting Professorship Winter Semester 2025/26
We are pleased to welcome Prof. Dr. Bettina Lindmeier as a visiting professor for the Winter Semester 2025/26. She is a professor of General Disability Education and Sociology at the Gottfried Wilhelm Leibniz University in Hannover. Her main areas of work include the aging of lifelong disabled individuals, biography work, and collaboration with families of disabled relatives.
Details about her two courses can be found here.
Information from the Research Unit
ÖFEB's Dissertation Prize for Sabine Weiß
Sabine Weiß received the Dissertation Prize from the Austrian Society for Research and Development in Education (ÖFEB) during the "Viennese Evening" of the ÖFEB Congress on September 26, 2024. The prize includes an open-access publication of the dissertation in the series Contributions to Educational Research published by Waxmann Verlag. This award honors outstanding doctoral theses by early-career researchers. Congratulations!
Guest Lecture
Prof. Dr. Agnes Villwock
Das Sprachumfeld und der Zugang zu einer Erstsprache sind essentiell: Entscheidende Faktoren im Spracherwerb von tauben Kindern
Time: October 16, 2024, 5:00 PM
Location: Institute for Education Sciences, University of Vienna
Sensengasse 3a, Lecture Hall 1 (1st floor)
This lecture will also be broadcast via Zoom; please register by email with Dr. Verena Krausneker. (verena.krausneker@univie.ac.at)
Dr. Agnes Villwock is Assistant Professor of Cognitive Science & Neuroscience at the Rochester Institute of Technology, College of Science, Rochester, New York. She has extensively published on language processing, especially among deaf language users.
Currently, Dr. Villwock is leading a DFG project on "Co-activation of German Sign Language and German written language in deaf bimodal-bilingual individuals and hearing L2/M2 learners: Behavioral and neural correlates in developmental trajectories."
The lecture on October 16 will be conducted in German and Austrian Sign Language (ÖGS), with interpreters present.
As part of the Vienna Linguistic Society (https://wsg.univie.ac.at/), Dr. Villwock will hold another lecture in Vienna the day before:
From written words to signed sentences: Behavioral findings and neural correlates of linguistic processing in deaf sign language users
Time: October 15, 2024, at 6:00 PM
Location: Sensengasse 3a, Lecture Hall 1 (1st floor)
The lecture will be held in English.
Both lectures are aimed at a specialized audience but are open and free to the public - we welcome participation from interested individuals!
Guest Professorship in WS 2024
Oliver Koenig, Mag. Dr. phil., is a University Professor for Inclusive Pedagogy and Inclusion Management at the Bertha von Suttner Private University in St. Pölten (Lower Austria) and will be our guest professor this semester. Before this, he was a post-doctoral researcher in the Department of Education at the University of Vienna. His recent areas of work and expertise include participatory and inclusive research, co-creation of inclusive learning spaces, transformation and change in services and organizations for people with disabilities, and person-centered planning. The courses he will be teaching can be found here.
Guestproffesorship in summer term 2024
Prof. Dr. Christian Lindmeier from Martin Luther University (Halle-Wittenberg) will teach two courses.
Lecture and workshop by Prof. Dr. Christian Lindmeier on the topic "On the Necessary Coexistence of Inclusive and Special Education."
You can find more information about the lecture and workshop here (german only).
Transdisciplinary Symposium "Transitions in Employment and Work Experiences: People with Disabilities as Experts" - organized by Helga Fasching and Vivian Schwarz
At this event, we will present two transdisciplinary research collaborations from the University of Vienna. Transdisciplinary means that science collaborates with practice. This collaboration is called cooperation. The presented collaborations took place or are taking place in courses at the Institute for Education Sciences. The first project is completed and is a collaboration with the P.I.L.O.T. project (Integration Vienna). The second project is ongoing this semester and is a collaboration with the Ohrenschmaus Association.
Guest Lecture (BiWi-International Wednesday Lecture Series)
We cordially invite you to another of the guest lectures as part of the international Wednesday lecture series. This time, we focus on the work of Paulo Freire. Prof. Dr. Walter Omar Kohan (Department of Childhood Studies, State University of Rio de Janeiro, Brazil) will give a lecture on "Paulo Freire, childhood, and revolutionary education". We look forward to seeing you there and to reflecting together on emancipatory education! Find out more about the details of this event here.
Time: November 15th at 5:00 PM
Location: Lecture Hall 1, Sensengasse 3A, 1st floor
Publications
The Ethics of Inclusive Education
Presenting a New Theoretical Framework
Franziska Felder, 2022
The Ethics of Inclusive Education clarifies the idea of inclusion and its normative content, and presents a coherent theoretical framework for inclusion and inclusive education. It serves as one of the first extended philosophical defenses in the field of inclusive education that goes beyond a simple assertion of educational value.
Integrating perspectives from the history, sociology and psychology of inclusive education, this book develops a holistic concept of inclusion, while clearly and systematically examining the ethical-normative content of inclusive education.
Disability Law and Human Rights: Theory and Policy
Palgrave Studies in Disability and International Development
2022
This book, exploring the theoretical and practical implications of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), brings together an international and interdisciplinary group of leading researchers in the areas of philosophy of disability, disability law, and disability policy. It addresses both the philosophical foundations of the CRPD as well as complex contemporary legal and policy debates.
With a comprehensive introduction outlining key milestones in the development and implementation of the CRPD, the book addresses the most fundamental questions the CRPD raises for the way we think about human rights, law, and disability, and how we operationalize rights in the legal and policy domains. The contributors traverse themes of personhood, equality, capacity, and intersectionality, explore the dilemmas involved in translating these concepts in practice, and reflect on the promises and limitations of the human rights project.
Inklusive Übergänge von der Schule in Ausbildung und Beruf
Helga Fasching, Lena Tanzer
Der Band befasst sich mit der Gestaltung von inklusiven Übergängen von der Schule in Ausbildung und Beruf. Inklusion umfasst eine fundierte Berufsorientierung, chancengerechten Zugang zum Ausbildungssystem sowie nachhaltige Partizipation am Allgemeinen Arbeitsmarkt. Die Begleitung und Unterstützung von Jugendlichen mit Behinderung stehen dabei im Fokus. Der band führt in ausgewählte Handlungsfelder und Konzepte ein und diskutiert Theorien und Begriffe unter Inklusions- und Diversitätsgeschichtspunkten.
Wie wirkt Wirklichkeit wirklich? Die gesellschaftliche Konstruktion von ‚Hochbegabung‘. Eine soziokonstruktivistische Perspektive auf eine Zuschreibung
Laura Jacqué (2021)
Der Begriff Hochbegabung“ hat sowohl in Bildungswissenschaft als auch -praxis Konjunktur. Menschen werden auf unterschiedliche Weisen nach ihrem – vor allem kognitiven Potenzial mit dem Etikett hochbegabt“ gelabelt. Menschliche Vielfalt wird so in vermeintlich ” einheitliche Cluster gefasst, wodurch unter anderem Leistung und Bildungserfolg der Gelabelten optimiert, nicht zuletzt aber auch ihre Mitmenschen entlastet werden sollen. Mit dem Label gehen implizite und explizite Erwartungshaltungen einher, welche unterschiedliche Wirkungen auf die Betroffenen und ihr Umfeld haben.
Wie aber kommt das Label Hochbegabung“ zustande und welchen (Mehr-)Wert kann es für Gelabelte und Gesellschaft haben? Anders gefragt: Inwieweit ist es eine gesellschaftliche Konstruktion und was bedeutet das für Bildungswissenschaft und -praxis?
Es zeigt sich deutlich: Ein differenziertes und (selbst-)kritisches Denken und Handeln in Bezug auf Labels in Bildungskontexten ist kein Luxus, sondern Notwendigkeit.
Overrepresentation of Immigrants in Special Education
Seyda Subasi-Singh (2021)
This book discusses the overrepresented referral of students from a migrant background to special education by concentrating on the case of students from a Turkish background in Austria. It attempts to open space for bringing first-hand experiences together to address the complexity of the referral process and to develop an understanding that goes beyond oversimplification and linear explanations for the overrepresentation of students from a migrant background in lowpromising schools.
Inklusion, Behinderung, Gesellschaft
Bildungs-und sozialwissenschaftliche Beiträge
by Ingeborg Hedderich and Gottfried Biewer
2021. 236 pages
ISBN 978-3-7815-2427-9
44,00 EUR
also available as eBook
Leben und gleichzeitig sterben
Sarah Braun, Udo Lakovits, Andrea Strachota
Sarah Braun erhält im Alter von 24 Jahren die Diagnose ALS, amyotrophe Lateralsklerose. Es ist ein Todesurteil, denn ihre Lebenserwartung beträgt noch drei bis fünf Jahre. Früher zu sterben als die meisten anderen im eigenen Umfeld, ist herausfordernd, weil eine andere Lebenswelt betreten wird. Dabei zuzusehen, wie ein nahestehender Mensch stirbt, ist für die meisten eine Grenzerfahrung.
Dieses Buch liefert Einblicke in den Sterbeprozess aus Sicht einer Betroffenen sowie ihrer engsten WegbegleiterInnen. Es will Hoffnung darauf machen, dass es sich lohnt, dieses Leben zu leben.
Sarah Braun, Udo Lakovits, Andrea Strachota
Leben und gleichzeitig sterben
Diagnose ALS
ca. 304 Seiten • 29,95 Euro (DE) • 30,80 Euro (AT)
ISBN 978-3-86321-452-4
Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
Helga Fasching (Hrsg.)
2019. 333 Seiten, kartoniert,
EUR(D) 21,90
ISBN 978-3-7815-2297-8
Pädagogische Beziehungsverhältnisse bilden oftmals die Grundlage für erfolgreiche Bildungsprozesse und stellen einen bedeutenden Interaktionsrahmen dar. Das Aufbauen, Gestalten und Verstehen von zwischenmenschlichen Beziehungen ist somit zentraler Bestandteil pädagogischer Praxis.
Gerade beim Ein- und Austritt in und aus Bildungsinstitutionen sowie an institutionellen, aber auch lebensgeschichtlich-biographischen Schnittstellen kommt professioneller pädagogischer Arbeit und Beziehungsgestaltung eine wesentliche Funktion zu.
Der inhaltliche Bogen dieses Sammelbandes spannt sich von pädagogischen Beziehungen im Bereich der Frühförderung über den Eintritt in den Kindergarten und umfasst Übergänge in, aus und innerhalb von Schulsystem, Beruf oder Tertiärbereich bis hin zu Transitionen im beruflichen Kontext und im hohen Alter.
Inklusive Berufsorientierung und berufliche Bildung – aktuelle Entwicklungen im deutschsprachigen Raum: 2. Beiheft der sonderpädagogischen Förderung heute
Inklusive Berufsorientierung und berufliche Bildung – aktuelle Entwicklungen im deutschsprachigen Raum: 2. Beiheft der sonderpädagogischen Förderung heute
Christian Lindmeier; Helga Fasching (HerausgeberIn)
Bettina Lindmeier; Dirk Sponholz
Originalsprache Deutsch
Erscheinungsort Weinheim
Verlag Juventa
Seitenumfang 280
ISBN (Print) 978-3-7799-3533-9
Publikationsstatus Veröffentlicht - Jul 2019
Publikationsreihe
Name Sonderpädagogische Förderung heute
Verlag Beltz
Band 2. Beiheft
Gesellschaften / Welten / Selbst im [Um]Bruch
Sabine Krause, Michelle Proyer und Oliver Koenig (Hg*innen)
Wohin wir auch blicken – sei es in sozialen, gesellschaftlichen, ökologischen, ökonomischen, technologischen, politischen Gefügen – überall begegnen uns Veränderungen, ereignen sich Umbrüche, scheint etwas in Bewegung zu sein. Was ist es, was sich hier zu lösen beginnt, brüchig wird? Und wie gehen wir damit um? Wie stark sind wir bereit, Veränderungen zuzulassen oder Brüche auszuhalten? Was lassen wir dabei zurück, was können wir dadurch gewinnen?
Die Beiträge in dieser open access-Publikation gehen auf ganz unterschiedliche Weise an diese Fragen heran und finden vielfältige Antworten. Dabei werden Bezüge zu literarischen Beschreibungen von Umbrüchen aufgegriffen, Praxen des Helfens und der Vermittlung beschrieben und auch sprachliche Grenzziehungen thematisiert.