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This masters thesis contributes to the scientific debate on inclusion and focuses on the implementation of inclusion in adult education within the framework of the ERW-IN program; ERWachsenenbildung INklusiv. The study examines how inclusive courses are communicated to their addressees. The program booklets of the twelve Berlin Adult Education Centers of autumn 2017 and spring / summer 2018 are used and analyzed with the method of program analysis. The aim of the study is to analyze the course invitations of the inclusive programs of adult education in the Berlin Adult Education Centers in order to find out, who is actually invited and how the invitation is set out. Course topics and course locations are also included in the analysis. The study of the course invitations is carried out as a case study on the exemplary programs, using the methods of content analysis. This includes all program booklets of the Berlin Adult Education Centers in the above mentioned period. The analysis of the course invitations shows that inclusive adult education courses are not necessarily aimed at everyone, but provide a broad range of target group oriented courses. Quantitative and qualitative aspects of the addressee approach in connection with course topics and course locations allow conclusions regarding the institutional understanding of inclusive adult education. The conclusions also allow insight in the hurdles and challenges that may arise when designing and planning such courses.

Adressat*innenansprache in inklusiven Kursen der allgemeinen Erwachsenenbildung am Beispiel des ERW-IN-Programms an den Berliner Volkshochschulen