Thinking Inclusive Science Education from two Perspectives: Inclusive Pedagogy and Science Education

In the last decades, subject-matter education (Fachdidaktik) has been addressing the idea of inclusion rather incidentally. Although inclusive teaching and learning became more and more prominent in research and practice, a theoretical scheme combining inclusive pedagogy with respective subject-specific characteristics is still missing. This article by members of NinU („Netzwerk inklusiver naturwissenschaftlicher Unterricht“/”Network Inclusive Science Education“) focuses on this challenge with science as an exemplary subject. To systematically combine the two perspectives, the article presents selected and significant characteristics of inclusive pedagogy and science education, before a scheme is suggested adjoining the two perspectives. NinU itself, as well as the presented scheme, can serve as a successful example of cooperation beyond disciplinary boundaries. Educators of other subjects are invited to identify significant aspects of their own subject that could be brought together with inclusive pedagogy in the same manner.