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<p>The UN Convention on the Rights of Persons with Disabilities obliges the signatory states to guarantee an inclusive education system in order to recognize the right to education of people with disabilities. Cooperation between social and special education professionals is essential for the implementation of this goal, e.g. in the inter-institutional cooperation context between school-based educational support and educational assistance. ‘Cases’, as the nucleus of professional action, are often the reason for joint work in this cooperation context. However, they do not simply exist, but are created interactively by the various actors involved in the case constitution process. In this article, we use the case of primary school pupil Alexander Lorenz as an example to illustrate how such an interactive process can take place. This case was discussed in a&#xa0;cross-professional interview collected in the FallKo study, in which special education teachers from a&#xa0;counseling and support center and socio-educational specialists from a&#xa0;general social service were involved. We pay particular attention here to the iterative phases of preparing, shaping and preserving in the process of case constitution.</p>

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Zur Konstitution von Fällen

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月28日

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  • Nina Thieme,
  • Andreas Grün

摘要

The UN Convention on the Rights of Persons with Disabilities obliges the signatory states to guarantee an inclusive education system in order to recognize the right to education of people with disabilities. Cooperation between social and special education professionals is essential for the implementation of this goal, e.g. in the inter-institutional cooperation context between school-based educational support and educational assistance. ‘Cases’, as the nucleus of professional action, are often the reason for joint work in this cooperation context. However, they do not simply exist, but are created interactively by the various actors involved in the case constitution process. In this article, we use the case of primary school pupil Alexander Lorenz as an example to illustrate how such an interactive process can take place. This case was discussed in a cross-professional interview collected in the FallKo study, in which special education teachers from a counseling and support center and socio-educational specialists from a general social service were involved. We pay particular attention here to the iterative phases of preparing, shaping and preserving in the process of case constitution.