Tätigkeitsprofile von Förderlehrpersonen – eine explorative Studie zur Erhebung des Einsatzes von Ressourcen für sonderpädagogische Angebote

Schools have resources—mainly as staff—to design inclusive learning settings, which they can use on their own within the legal framework. For this reason, special needs education services are organized very differently. So far, there has been a lack of evidence-based principles on how these resources can be used efficiently and effectively.

As a part of a pilot study, data was collected on the use of resources for special education in schools by using an online questionnaire in five german-speaking Swiss cantons (Berne, Grisons, St. Gallen, Schwyz and Zurich). The questionnaire was completed by N = 113 special education teachers. The present study examines the extent to which different activity profiles can be identified based on the working time distribution of special teachers.

Using cluster analysis three types of activity profiles of special education teachers were defined. The three groups are mainly active in the operational core. One of them is more likely to be active within the class, another one in separate small groups, and the third one is often involved in counselling and diagnostics in addition to teaching.

The results of the study indicate that, depending on the distribution of resources in schools, different activity profiles of special needs teachers result. Based on this, the question should be examined to what extent the different activity profiles of teachers influence the perception of school and teaching quality.