Programme

• Course title: Education in the Digital Age: Opportunities and Challenges
• Number of ECTS: 4
• Course code: MScE_D-2
• Module(s): Foundations
• Language: EN, DE
• Mandatory: Yes

    Familiarize with global (intertwined) mega-trends

    Infer and reflect related educational opportunities and challenges

    Situate and critically reflect Luxembourg in this context

Given the numerous social, economic, ecological, and societal challenges, it is essential for schools and society to empower students to engage independently and responsibly in their communities and to address associated issues constructively (OECD, 2018). The Education in the Digital Age: Opportunities and Challenges course, accordingly, focuses on exploring and critically reflecting on the global megatrends and their inherent impact on education. In accordance with the OECD (2025) report “Trends Shaping Education” the course will deal with five intertwining topics: a) education in the AI age, b) democracy, media literacy and critical thinking skills, c) shifts in working expectations and flexibility, d) climate education, and e) knowledge, skills and attitudes for the future. To critically reflect and discuss on the impacts on education, students will work with several scenarios, “trigger” questions, and empirical studies that will support the development of a group project exploring the many futures of education, with particular focus on the implications for schooling in Luxembourg.

Continuous evaluation: Active participation in the sessions, “trigger” questions, group work and individual scenario-based essay. All details on the mandatory activities will be given in the first session and can be found as well in the course syllabus (please refer to the course’ s moodle).  

Bibliography:

• Geisinger, K. F. (2016). 21st century skills: What are they and how do we assess them?. Applied measurement in education, 29(4), 245-249. https://doi.org/10.1080/08957347.2016.1209207


• Li, S., Wang, W. (2022). Effect of blended learning on student performance in K-12 settings: A meta-analysis. Journal of Computer Assisted Learning, 38(5), 1254–1272. http://dx.doi.org/10.1111/jcal.12696


• McElvany, N., Dignath, C., Becker, M., Gaspard, H., Ohle-Peters, A. (Eds.). (2025). “Welche Kompetenzen soll die Schule von heute für die Gesselsschaft von morgen vermitteln?“. Waxmann. https://www.waxmann.com/buecher/-Welche-Kompetenzen-soll-die-Schule-von-heute-fuer-die-Gesellschaft-von-morgen-vermitteln%3F-


• OECD. (2018). The future of education and skills. Education 2030. OECD position paper. https://www.oecd.org/content/dam/oecd/en/about/projects/edu/education-2040/position-paper/PositionPaper.pdf


• OECD. (2020). Back to the Future of Education: Four OECD Scenarios for Schooling. Educational Research and Innovation. OECD Publishing. https://doi.org/10.1787/178ef527-en.


• OECD. (2020). OECD Lernkompass 2030. OECD-Projekt Future of Education and Skills 2030 Rahmenkonzept des Lernens. https://www.oecd.org/education/2030-project/contact/OECD_Lernkompass_2030.pdf


• OECD .(2025). Trends Shaping Education 2025. OECD Publishing. https://doi.org/10.1787/ee6587fd-en.


• Redecker, C. (2017). European framework for the digital competence of educators. DigCompEdu. (EUR, Scientific and technical research series, Bd. 28775). https://dx.doi.org/10.2760/159770


• Steenbergen-Hu, S., Cooper, H. (2013). A meta-analysis of the effectiveness of intelligent tutoring systems on K-12 students’ mathematical learning. Journal of Educational Psychology, 105(4), 970–987. https://dx.doi.org/10.1037/a0032447


• United Nations Educational Scientific and Cultural Organization (UNESCO). (2015). Education 2030: Incheon declaration and framework for action. UNESCO. https://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-im­plementation-of-sdg4-2016-en_2.pdf

• Course title: Global Education and Development: Social Aspects and Politics
• Number of ECTS: 4
• Course code: MScE_G-1
• Module(s): Foundations
• Language: EN, DE
• Mandatory: Yes

• familiarize with systemic and social(-political) perspectives on education
  


• compare international perspectives and trends on governance in education
  


• situate and critically reflect Luxembourg in this context
  

Designing and shaping education systems in such a way that all pupils receive what they need to develop, learn and achieve acceptable academic performance means ensuring educational equity. This is a central concern of many educational institutions worldwide. However, empirical data shows that the socio-economic background of students continues to have a significant impact on their educational and development opportunities in many countries. In view of the educational and social desiderata related to this, it is worth reflecting on school and school development as formal education from a systemic perspective in close connection with non-formal education. Non-formal education takes place outside the formal school system and works with disadvantaged individuals and groups as well as preventively to avoid disadvantage / social exclusion.

The seminar deals with socio-political perspectives on education in the past, present and future with a focus on the PISA studies of the OECD (Programme for International Student Assessment). As in other countries, the Luxembourg education system offers various fields of activity for professionals with different educational backgrounds, and cooperation in multidisciplinary teams offers many opportunities for dovetailing the achievement of educational goals with social inclusion and participation.

Using selected international references, the special situation of Luxembourg will be analyzed and perspectives for (inclusive) education and pedagogy, school management and development as well as for the development of curriculum and instruction including the actors (to be) involved will be discussed.

Continuous assessment during the lecture period, details will be given in the first session.

• Bamford, T. (2016). A contemporary history of social work : learning from the past. Bristol: Policy Press Édition.
  


• Bürgi, R. (2017). Die OECD und die Bildungsplanung der freien Welt: Denkstile und Netzwerke einer internationalen
  Bildungsexpertise. Opladen: Verlag Barbara Budrich. https://doi.org/10.3224/84740557   


• Busemeyer, M. R. (2015). Bildungspolitik im internationalen Vergleich. Konstanz: UVK.
  


• d’Agnese, V. (2017). Reclaiming education in the age of PISA: Challenging OECD’s educational order. 10.4324/9781315269436.


• Fend, H. (2006). Neue Theorie der Schule: Einführung in das Verstehen von Bildungssystemen. Wiesbaden: VS Verlag für Sozialwissenschaften.   


• Hadjar, A. Uusitalo, E. (2016). Education systems and the dynamics of educational inequalities in low educational attainment: A closer look at England (UK), Finland, Luxembourg, and German-speaking Switzerland. European Societies, 18(3), 264–287.   


• Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg (Uni.lu), Service de Coordination de la Recherche et de l‘Innovation pédagogiques et technologiques (SCRIPT) (Hrsg.) (2021). Nationaler Bildungsbericht Luxemburg 2021. Universität Luxemburg: Eigenverlag.   


• Marshall, J. (2019). Introduction to Comparative and International Education (2nd edition). New York: SAGE Publications Ltd.  


• Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse et Service national de la jeunesse, Luxembourg (2021). Nationaler Rahmenplan zur non-formalen Bildung im Kindes- und Jugendalter. MENJE: Eigenverlag.

   

• Course title: Key Issues of Education in Luxembourg
• Number of ECTS: 3
• Course code: MScE_D-1
• Module(s): Foundations
• Language: LB, DE, FR
• Mandatory: Yes

• Navigate (the knowledge base on) the Luxembourg education system


• Infer and reflect key issues of education in Luxembourg (and situate the 3 MScE programmes)
  


• Critically reflect opinions and facts about education in Luxembourg
  

International large-scale assessments (e.g., the OECD’s PISA studies) have repeatedly shown that many educational systems in modern societies—Luxembourg being no exception—struggle with the adequate handling of increasingly diverse student populations. Understanding and learning how to effectively deal with highly heterogeneous groups of learners (i.e., solving the equation of providing equal opportunities for success to everybody, independent of their socioeconomic, sociocultural and linguistic background) can be considered Luxembourg’s biggest educational—and to some extent also societal—challenge of today.

The increasing diversity, a logical consequence of the demographic change that comes along with a globalized world, is not only a domestic issue. However, due to several national specificities (e.g., attractive, relatively small sized, open borders, situated in the heart of Europe, traditionally multilingual, with an economy model built on and relying on immigration) demographic change may just occur slightly faster in the Grand Duchy than it does abroad. Accordingly, Luxembourg provides a unique educational and societal learning environment, a living laboratory so to speak, that is prototypical and anticipatory for the demographic changes and the related challenges that other countries may very likely face over the next decades. In other words, solving Luxembourg’s educational and societal challenges of today equals solving international educational and societal challenges of tomorrow.

The present course will review established facts on the Luxembourg school system—including but not limited to key findings from the triennial national education report, the so-called “Bildungsbericht”—, provide tentative explanations for these facts, and develop as well as discuss a working hypothesis on how to solve the aforementioned metaphorical equation.

Written exam; closed-book; (predominantly) closed-format questions

• LUCET/SCRIPT national education reports (bildungbericht.lu)
  


• LUCET school monitoring data reports (dashboard.epstan.lu)
  


• LUCET/SCRIPT national PISA reports (pisaluxembourg.lu)
  


• SCRIPT statistical reports (script.lu/fr/publications)
  


• OEJQS reports (oejqs.lu/fr/publications)
  


• OECD statistical reports (oecd.org/education/education-at-a-glance)
  


• EC monitor reports (op.europa.eu/webpub/eac/education-and-training-monitor-2023/en)

• Course title: Perspectives on Inclusion and International Comparisons of Inclusive Education
• Number of ECTS: 4
• Course code: MScE_I-1
• Module(s): Foundations
• Language: DE, EN
• Mandatory: Yes

The objectives that are to develop in students:

• Familiarise w. different perspectives on inclusion


• Compare int. perspectives trends on incl. education
  


• Situate critically reflect Luxembourg in this context
  

This course will give insights into Luxembourg’s current status of realizing inclusive education (e.g. Krischler & Pit-Ten Cate 2020, Pit-Ten Cate et al. 2021) as well as past and anticipated future developments.  It will address the vastly discussed theory and practice gap in Luxembourg from multiple perspectives (e.g. teachers, legal guardians, children and young people, social workers).

Additionally, international and international comparative as well as transcultural takes on inclusive education (Köpfer et al. 2021), respective educational policies, and associated challenges and opportunities (among others in intersectional perspective) will be introduced to widen and question established definitions.

The course will target a broad understanding of inclusive education (not limited to one dimension of diversity), busting some myths about what it actually is and entails (Krischler et al. 2019, Biewer et al. 2019). The discussion of the ‘dilemma of difference’ (Norwich 2009) that summarizes the main challenges of realizing inclusion in the education context (e.g. related to inclusive assessment) will be of central interest.

Historical and policy-driven developments (e.g. United Nation Convention on the Rights of Persons with Disabilities (UNCRPD), Sustainable Development Goals (SDGs)) will be contrasted. Theoretical underpinnings from different countries (Biewer 2017, Textor 2018) as well as more applied approaches (e.g. inclusive pedagogy, Lani & Black-Hawkins 2011) will be introduced and discussed in order to further a deep understanding of the concept, its roots and current institutional as well as socio-political threats, challenges, and (unused) potentials.
 

Continuous assessment along up to 3 tasks throughout the course, details will be elaborated at the beginning of the course.

• Biewer, G. (2017). Grundlagen der Heilpädagogik und Inklusiven Pädagogik (3., überarbeitete und erweiterte Auflage). Bad Heilbrunn: Verlag Julius Klinkhardt
  


• Biewer, G., Proyer, M. Kremsner, G. (2019). Inklusive Schule und Vielfalt (1. Auflage). Stuttgart: Verlag W. Kohlhammer
  


• Florian, L., Black-Hawkins, K. (2011). Exploring inclusive pedagogy. In: British educational research journal, 37(5), 813-828
  


• Köpfer, A., Powell, J. J., Zahnd, R. (2021). Handbuch Inklusion international. Globale, nationale und lokale Perspektiven auf inklusive Bildung. Opladen; Berlin; Toronto: Verlag Barbara Budrich
  


• Krischler, M., Powell, J. J. W., Pit-Ten Cate, I. (2019). What is meant by inclusion: On the effects of different definitions on attitudes toward inclusion. In: European Journal of Special Needs Education, 34(5), 632-648. doi:10.1080/08856257.2019.1580837
  


• Krischler, M., Pit-Ten Cate, I. (2020). Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs. In: International Journal of Inclusive Education, 24, 597-615. doi:10.1080/13603116.2018.1474954
  


• Norwich, B. (2009). Dilemmas of difference and the identification of special educational needs/disability: international perspectives. British Educational Research Journal, 35(3), 447-467
  


• Pit-Ten Cate, I., Powell, J. J. W., Krischler, M. (2021). L’inclusion au Luxembourg : définitions, opinions et disposition à la mise en œuvre de pratiques éducatives inclusives. In: LUCET SCRIPT (Eds.), Rapport National sur l´Éducation au Luxembourg 2021 (pp. 75-79). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-10
  


• Textor, A. (2018). Einführung in die Inklusionspädagogik. utb GmbH. https://doi.org/10.36198/9783838550978

• Course title: Teaching & Support: Social and Emotional Development
• Number of ECTS: 4
• Course code: MScE_I-3
• Module(s): Applications
• Language: DE, LB, EN
• Mandatory: Yes

The objectives that are to develop in students:
    Familiarise with social emotional development, autism ADHS
    Command principles practices of (classroom) intervention
    Develop, analyse reflect examples of intervention

This course offers opportunities to reflect on practical challenges of inclusive education in the field of Behavioural, Emotional, and Social Difficulties (BESD / Emotional-Soziale Entwicklung / ESE) by developing materials and discussing experiences.

BESD / ESE remains a contested category within special needs and inclusive education as well as intersectional lines with e.g. mental health or other disabilities. Thus, recent developments related to autism, neurodiversity, ADHD and associated diagnoses or labels respectively will be critically assessed from an inclusive perspective (e.g. the term ‘Systemsprenger’). Principles of adapted learning environments for the specific group will be introduced and analyzed but also developed further. Similarly, specific teaching competences of educators and school development will be addressed.

The team of lecturers will be supported by practitioners who will help frame theoretical underpinnings from an applied and localized perspective. This is also to experience the importance of communities of practice and theory – practice dialogues.
Additionally, concepts such as pedagogical relationality, competences and motivation will be re-assessed against the background of current challenges in educational contexts (e.g. collaboration with parents/legal guardians, shifting support structures etc.).

The course targets a broad understanding of inclusive education (not limited to one dimension of diversity). Latest developments, such as shifting diagnostic demographic, importance of intersectionality, trauma-informed environments etc. will be considered.

Continuous assessment along a maximum of 3 tasks throughout the course, details will be elaborated at the beginning of the course.

Bibliography:

    Fischer, E., Heimlich, U., Kahlert, J., Lelgemann, R. (2017). Inklusion im Förderschwerpunkt emotionale und soziale Entwicklung. Kohlhammer Verlag.
    Haider, S., Jencio-Stricker, E., Schwanda, A. (2023). Autismus und Schule: Inklusive Rahmenbedingungen für Lehren, Lernen und Teilhabe. Springer.
    Markowetz, R. (2018). Schülerinnen und Schüler mit einem Förderbedarf in ihrer emotional-sozialen Entwicklung. In: Kahlert, J.  (Hrsg.). Die inklusionssensible Grundschule. Kohlhammer Verlag, 84-109.
    Zdoupas, P., Laubenstein, D. (2023). Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education. European Journal of Special Needs Education, 38(5), 717-730.

• Course title: Practitioner Research and Data Literacy
• Number of ECTS: 3
• Course code: MScE_D-5
• Module(s): Foundations
• Language: EN, DE
• Mandatory: Yes

    To command principles and methods of practitioner research
    To develop data literacy for data in educational contexts
    To conceptualize, present and discuss the Master thesis research project

The Practitioner Research and Data Literacy course, accordingly, follows a research-based learning approach which will support students to integrate theory and practice by means of reflecting, understanding, and improving their own classroom and teaching practice. To achieve this goal, the students will be provided general introductions into research methods and procedures which will allow them to start developing their research ideas for their Master thesis project. In order to support the development of their Master thesis research project, students will also be provided with (basic) theoretical knowledge on pedagogical issues related to their projects. At the end of the course, the students will compose a first (short) research proposal and a scientific poster. This short research proposal will pave the way for the students’ future master thesis work. The poster session will allow students with a first opportunity to present and discuss their Master thesis project (as work-in- progress) with their peers, university lecturers and external members. Feedback will be provided (from the course lecturer, and either peers and other members) for the (short) research proposal and poster session, to further support the development of their Master thesis research project.
By the end of the seminar, it is expected that the students (a) will have knowledge of research methodology and procedures, (b) have started to define their research question/idea for the topic of their Master thesis, (c) will have the skills to make a scientific poster and (d) will be able to present their work in public.

Continuous evaluation: Active participation in the sessions, development of Wiki activities, (short) research proposal and poster session. All details on the mandatory activities will be given in the first session and can be found as well in the course syllabus (please refer to the course’s moodle). 

Bibliography:

    Saunders, C., Lautenbach, C., Schepers, D., Vogel, H. (2021). Forschendes Lernen im Lehramtsstudium. Berlin: Bundesministerium für Bildung und Forschung.
    Saunders, C., Werner, T., Helmbold, B. Schart, M. (2020). Praxiserkundungen als Ansatz für Forschendes Lernen im Bereich Deutsch als Fremd- und Zweitsprache. Zeitschrift für Hochschulentwicklung, 15 (2): 101- 124.
    Saunders, Constanze (2017), Research Based Learning in Teacher Education at Humboldt-Universität zu Berlin. Working Paper Nr. 1, 2017. Online:https://www.uni-oldenburg.de/fileadmin/user_upload/flif/Homepage_neu/Working_Paper/14-09_Online__Saunders_FL_im_LA_HU_Berlin_081117.pdf

• Course title: Inclusive Pedagogies and Creation of Inclusive Learning Environments
• Number of ECTS: 4
• Course code: MScE_I-2
• Module(s): Theories
• Language: DE, EN
• Mandatory: Yes

The objectives that are to develop in students:
    Command principles practices of inclusive pedagogies
    Command principles practices of inclusive learning environments
    Analyse reflect ( develop) ex. of inclusive learning environments

In this course, different characteristics and criteria of inclusive learning practices and environments will be presented (e.g. Universal Design, differentiation practices, co-creation etc.) (e.g. Florian & Black – Hawkins 2011). Using national and international examples, students will further their knowledge on…
    accessibility,
    co-creation practices (involving students and other communal stakeholders),
    navigation of lacking resources and
    implications of recent technological, crises-related and socio-political conditions as well as understanding these against the background of international agreements (e.g. United Nation Convention on the Rights of Persons with Disabilities (UNCRPD), Sustainable Development Goals (SDGs)).

Examples and studies describing these characteristics and criteria will be compared, contrasted and critically analyzed, with specific focus on the fuzzy lines between special and inclusive education and limitations to specific contexts (age range, disability etc.).
Experts from policy and practice will broaden the views on current states as guest speakers. Shedding additional perspectives on challenges of establishing inclusive instruction and learning environments.

The course will target a broad understanding of inclusive education (not limited to one dimension of diversity). Latest developments, such as shifting diagnostic demographic, importance of intersectionality, trauma-informed approaches etc. will be in specific focus.

Continuous assessment along 2 tasks (reflection and critical essay) throughout the course, details will be elaborated at the beginning of the course.

Bibliography :

Florian, L., Black-Hawkins, K. (2011). Exploring inclusive pedagogy. In: British educational research journal, 37(5), 813-828.
Haider, S., Jencio-Stricker, E., Schwanda, A. (2023). Autismus und Schule: Inklusive Rahmenbedingungen für Lehren, Lernen und Teilhabe. Springer.
Kremsner, G., Proyer, M. (2024). Inklusive Pädagogik in der Schule. Eine praxisorientierte Einführung. Reclam.
 
Kremsner, G., Proyer, M., Baesch, S. (2020). Vom Universal Design for Learning zum Local Universal Design for Inclusive Education. Sonderpädagogische Förderung 1/2020.
Lakkala, S., Kyrö-Ämmälä, O. (2021). Teaching for diversity with UDL: Analysing teacher competence. In: Galkienė, A. Monkevičienė, O. (Eds.):  Improving inclusive education through universal design for learning, 241-277. Springer International Publishing.
Norwich, B. (2009). Dilemmas of difference and the identification of special educational needs/disability: international perspectives. British Educational Research Journal, 35(3), 447-467.
Riegert, J., Musenberg, O. (Eds.). (2015). Inklusiver Fachunterricht in der Sekundarstufe. Kohlhammer Verlag.

• Course title: Teaching & Support: Intellectual Development
• Number of ECTS: 4
• Course code: MScE_I-10
• Module(s): Applications
• Language: DE, EN, LB
• Mandatory: Yes

• Familiarise wit intellectual development (incl. both extremes)


• Command principles practices of (classroom) interventions


• Develop, analyse reflect examples of intervention
  

The team of lecturers will offer insights into the broad spectrum of intellectual development in inclusive teaching and learning context, covering specific needs in the context of giftedness (Gierczyk & Hornby 2021), complex care needs (Dederich & Schuppener 2024) and interdependency of different needs but also emerging phenomena related to neurodiversity (Cook 2024). 

Given that intellectual development is oftentimes associated with increased improbability of inclusive education, the course will include background on the history of the disability movement and the timeline from total exclusion of children with intellectual disabilities till today and disability studies’ perspectives on inclusion (z.B. Hornby & Kauffman 2024). Additionally, future-oriented questions of furthering inclusion, such as digital tools, will be discussed. 

Practitioners will add perspectives on current states of the art of teaching and learning to shed lights on questions related to working with parents, navigating resource restraints and challenges related to complex needs. 

The course is embedded in a broad understanding of inclusion, referencing intersections to other dimensions of diversity.  

Continuous evaluation, details will be elaborated at the beginning of the course.

Bibliography:

• Cook, A. (2024). Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article. Journal of Research in Special Educational Needs, 24(3), 627-636.

• Dederich, M., Schuppener, S. (2024). Ambivalente Emotionen im Kontext von Inklusion und (Geistiger) Behinderung (p. 200). Verlag Julius Klinkhardt.

• Gierczyk, M., Hornby, G. (2021). Twice-exceptional students: Review of implications for special and inclusive education. Education Sciences, 11(2), 85.

• Greenstein, A. (2015). Radical inclusive education: Disability, teaching and struggles for liberation. Routledge.

• Hornby, G., Kauffman, J. M. (2024). Inclusive education, intellectual disabilities and the demise of full inclusion. Journal of Intelligence, 12(2), 20.

• Schuppener, S., Schlichting, H., Goldbach, A., Hauser, M. (2021). Pädagogik bei zugeschriebener geistiger Behinderung. Kohlhammer Verlag.
  

• Course title: Diagnostics and Assessment
• Number of ECTS: 4
• Course code: MScE_I-9
• Module(s): Theories
• Language: LB, EN, DE
• Mandatory: Yes

• Become familiar with diagnostics fair assessment in special educational needs


• Develop assessment literacy to grasp test reports results


• Be able to critically reflect on the role of language(s) in a multilingual context
  

Different types of tests have different purposes and vary in their level of granularity. In this course, students will explore a range of assessment types – including screeners, diagnostic tests, large-scale standardized tests, and observation tools – and their specific aims. We will examine how each of these assessments can contribute to understanding a learner’s profile.

The course will also address key considerations for administering or interpreting tests, as well as the factors that may influence test results, particularly within multilingual school populations.

In this context students will become familiar with assessment tools currently in use in the Luxembourgish school context.

By the end of the course, students will be able to critically compare different types of assessment, understand their advantages and disadvantages, and evaluate their suitability in relation to the educational or diagnostic purposes.

Portfolio to prepare throughout the semester.

Bibliography:

• Focus on Vol 3. “Testing and assessment in school psychology and education as reference”:
  Geisinger, K. F., American Psychological Association. (2013). APA handbook of testing and assessment in psychology. American Psychological Association.

• Extracts of: 
  Ugen, S., Schiltz, C., Fischbach, A., Pit-Ten Cate, I. (Eds.). (2021). Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen. Esch-sur-Alzette, Luxembourg: Melusina Press. doi:10.26298/bw1j-9202
  Other relevant textbooks and scientific articles will be communicated
  

• Course title: Personalised Instruction and Creation of Individual Learning Plans
• Number of ECTS: 4
• Course code: MScE_I-8
• Module(s): Theories
• Language: DE, LB
• Mandatory: Yes

• Command principles practices of personalised instruction


• Command principles practices of individual learning plans


• Analyse reflect ( develop) examples of individual learning plans
  

This course will offer opportunities to discuss challenges associated with the provision of personalized learning in diverse classroom settings. Methods and approaches will be critically assessed against the background of inclusive pedagogy (Pozas et al. 2020). 

It will provide insights into general ideas of the interrelatedness of individual learning and planning. Together we will assess challenges to standardized planning and discuss international examples of alternative planning (z.B. Adler & Georgi-Tscherry 2018, Hollenweger 2022).

 
The current Luxembourgish practices will be discussed using first – hand experiences of the students and throughout critical case-work plus creative methods to understand multi-stakeholder involvement and perspectives, such as parents, colleagues etc. 

The course is embedded in a broad understanding of inclusion, referencing intersections to other dimensions of diversity. Individualized learning and planning tools will thus not only be discussed in the context of disability but also – among others – children with (forced) migration experiences (Dryden-Peterson et al. 2018). 

Continuous evaluation, details will be elaborated at the beginning of the course.

Bibliography:

• Adler, J., Georgi-Tscherry, P. (2018). «Als ob man die Rollläden hochzieht und draussen scheint die Sonne»: Persönliche Zukunftsplanung (PZP) und ihr Beitrag zur Veränderung im Leben von Menschen mit Beeinträchtigung. Schweizerische Zeitschrift für Heilpädagogik, 24(7-8), 20-27.


• Booth Ainscow (2011): Index for Inclusion, CSIE.


• Dryden-Peterson, S., Adelman, E., Alvarado, S., Anderson, K., Bellino, M., Brooks, R., Suzuki, E. (2018). Inclusion of refugees in national education systems. UNESDOC Digital Library.


• Gouvernement du Luxembourg. (2018). Loi du 20 juillet 2018 portant création de centres de compétences en psycho-pédagogie spécialisée en faveur de l’inclusion scolaire, Mémorial A, 2018, No. 664


• Heimlich, U. (2019): Individuelle Lernpläne in der inklusiven Schule. Beltz.
  Hennemann, T., Hillenbrand, C. (EDS.) (2022): Förderplanung im inklusiven Unterricht. Springer VS.


• Hinz, A. (2021): Inklusive Didaktik – ein Praxisbuch. Klinkhardt.


• Hollenweger, J. (2022). Schulische Standortgespräche–Eine Anwendung der ICF im Kontext Schule. Sonderpädagogische Förderung 4/2021.


• Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg (Uni.lu) Service de Coordination de la Recherche et de l‘Innovation pédagogiques et technologiques (SCRIPT) (ED). (2024). Nationaler Bildungsbericht Luxemburg. https://bildungsbericht.lu 


• Observatoire national de l’enfance, de la jeunesse et de la qualité scolaire. (2023). Rapport thématique partie A : La situation des élèves à besoins spécifiques en inclusion au Luxembourg. Walferdange : Observatoire national de l’enfance, de la jeunesse et de la qualité scolaire.


• Pozas, M., Letzel, V., Schneider, C. (2020). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230.
  

• Course title: Teaching & Support: (Differential) Disability Situations
• Number of ECTS: 4
• Course code: MScE_I-6
• Module(s): Applications
• Language: DE, EN, FR
• Mandatory: Yes

    Familiarise yourself with (differential) disability situations
    Command principles practices of (classroom) intervention
    Develop, analyse reflect examples of intervention

Building on and synthesizing the theories introduced throughout the master’s program – such as disability, ableism, intersectionality, equity, and heterogeneity – this course focuses on understanding the complex and often colliding needs involved in realizing inclusive education. Students will critically examine how these dynamics affect each and influence everyday classroom practices and decision-making.
The course addresses multiple layers shaping inclusion (along the macro-, meso- and specifically effects on the micro-sphere of classroom practice): administrative frameworks, resource allocation and (over-)provision, parental involvement (e.g., Kern, 2023), teacher attitudes and retention (e.g., Krischler & Pit-ten Cate, 2020), collaborative practices (linked to the parallel application course), and pedagogical “one-way streets” that hinder flexibility.
Jointly delivered by experts from theory and practice, the course enables students to embed their professional experiences within and against theoretical inclusion frameworks, benchmarks, and peer perspectives. Through peer-guided discussions and reflective exercises and case work, participants will familiarize themselves with differential disability situations, command principles and practices of classroom intervention, and develop, analyze, and critically reflect examples of intervention.
Tools will be introduced to assess the complexity and interrelatedness of classroom dynamics, supporting mastery of procedures for designing inclusive interventions and fostering sustainable collaboration (Woodcock & Hardy, 2025). 

Ongoing assessment along at least two assignments (details will be presented at the beginning of the term). 

Bibliography:

• Kern, A. (2023). Who is in and who is out: parents’ views on barriers to learning. International Journal of Inclusive Education, 27(3), 319–336. https://doi.org/10.1080/13603116.2020.1853254

• Krischler, M., Pit-ten Cate, I. M. (2020). Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs. International Journal of Inclusive Education, 24(6), 597–615. https://doi.org/10.1080/13603116.2018.1474954 

•  Woodcock, S., Hardy, I. (2025). Teacher self efficacy, inclusion and professional development practices: Cultivating a learning environment for all. Professional Development in Education, 51(5), 890–904. https://doi.org/10.1080/19415257.2023.2267058
  

• Course title: Teaching & Support: Learning Difficulties in Language and Mathematics
• Number of ECTS: 4
• Course code: MScE_I-5
• Module(s): Applications
• Language: LB, DE
• Mandatory: Yes

• Course title: Multi-Professional Cooperation in Inclusive Education
• Number of ECTS: 4
• Course code: MScE_I-4
• Module(s): Theories
• Language: DE, LB, EN
• Mandatory: Yes