ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION
Doi
Abstract
Discourses on inclusion within the educational sciences have raised various challenges andcontroversial issues over the past 20 years (Goodin, 1996; Vobruba, 2000). In school development,the discussion focuses on difficulties in transforming concepts caused by structural obstacles,such as the clash of educational goal and economic aims (cf. Barton and Slee, 1999). Puhr &Geldner (2017) stated that the principle of equal opportunities in education and competenceorientedteaching and learning contains ambivalent demands that provide chances for participationas well as exclusion as a side effect in everyday school life. On this basis, they refer toStichweh (2009) who describes the ‘exclusive inclusion effect’ and points out that in schools withinclusive lessons exclusion is often an accompanying factor at the level of organization management.This contribution points out dissonances in developing participation in schools and exclusionas a connected feature. There was a scientific interest in the phenomenon of inherentexclusion within different dimensions of school development processes. Based on the secondaryanalysis of semi-structured interviews about implementing competence assessment concepts,it can be demonstrated that the claim of doing equitable assessment to all pupils requires incidentalexclusionary actions to drive change management
