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"Inclusion can only be realised by those who want it and who have learned to support all children and young people individually in learning together" (Nuding; Stanislowski 2013: 6). As stated in the quote, it is crucial to implement inclusion efficiently and appropriately. This can only be realised if, among other things, teachers know how to properly support children in inclusive lessons. Teachers' attitudes and knowledge therefore influence the implementation of inclusion in their classes. The focus of this thesis is on the limits and possibilities of inclusive physical education in primary schools. The aim of the thesis is, on the one hand, to present a theoretical basis of inclusive physical education, to work out possibilities and limits and, on the other hand, to examine the practical implementation of inclusion by means of expert interviews. In the end, the qualitative survey method will be used to examine whether the goals of inclusion can be achieved in practice.
About the author
Il mio nome è Gerrit Sarstedt. Sono nato nella Svizzera francese, nella piccola città di Châtel-Saint-Denis, e vivo a Hildesheim da quando avevo quattro anni. Ho completato il mio Bachelor of Arts in insegnamento e il mio Master of Education all'Università di Hildesheim.
