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Teachers of Religious Education have divergent views on the inclusion of students with special needs in mainstream classrooms. Therefore, a sample of 6 RE teachers were asked for their views on the topic, including their professional self-image and how it affects their attitudes and beliefs about inclusion and social integration at schools. The main objective of the study was to describe the interplay between the teachers’ experiences and their power of interpretation (‚Deutungsmacht‘).

Die Deutungsmacht der eigenen Erfahrung. Inklusives Lernen in der Wahrnehmung von Religionslehrkräften