| Inhaltsverzeichnis | 6 |
| Prologue | 10 |
| Vorwort | 12 |
| 1 Inklusion in Australien Was kann Deutschland von „Down Under“ lernen? | 14 |
| 1.1 Integration und Inklusion | 14 |
| 1.2 Inklusion | 16 |
| 1.3 Inklusion aus deutscher Sicht | 17 |
| 1.4 Inklusion aus australischer Sicht | 18 |
| 1.5 Umsetzung in der Ausbildung von Fachkräften | 20 |
| 1.6 Fazit | 21 |
| 1.7 Literatur | 23 |
| 2 Inclusion in Australian Public New South Wales Primary Schools: What Germany can learn from “Down Under” | 24 |
| 2.1 Abstract | 24 |
| 2.2 Integration and Inclusion | 24 |
| 2.3 Inclusion | 26 |
| 2.4 Inclusion: German Context | 26 |
| 2.5 Inclusion: Australian Context | 27 |
| 2.6 Summary and Future Recommendations | 30 |
| 2.7 Conclusion | 31 |
| 2.8 References | 31 |
| 3 The Role of Parents, Teachers and Social Workers in the German and Australian Education Systems | 33 |
| 3.1 Abstract | 33 |
| 3.2 Introduction | 33 |
| 3.3 Literature Review | 34 |
| 3.4 The NSW Education System | 34 |
| 3.5 The German Education System | 39 |
| 3.6 Comparison of the German and Australian education systems | 41 |
| 3.7 Methodology | 42 |
| 3.7.1 Semi-structured, informal interviews | 44 |
| 3.7.2 Choice of schools | 46 |
| 3.8 Demographic Profiles | 46 |
| 3.8.1 School A (Primary) | 46 |
| 3.8.2 School B (Primary) | 48 |
| 3.8.3 Primary Schools | 49 |
| 3.8.4 School C (Primary) | 50 |
| 3.8.5 The Secondary School D | 53 |
| 3.9 Data Analysis | 55 |
| 3.9.1 Participant observation | 55 |
| 3.9.2 Summary | 56 |
| 3.10 Discussion | 56 |
| 3.10.1 The German Education System: | 56 |
| 3.10.2 The NSW Education System: | 59 |
| 3.10.3 Future Recommendations | 61 |
| 3.11 References | 63 |
| 4 Die Rolle von Eltern, LehrerInnen und SozialarbeiterInnen im deutschen und australischen Bildungssystem | 65 |
| 4.1 Zusammenfassung | 65 |
| 4.2 Einleitung | 65 |
| 4.3 Literaturüberblick | 67 |
| 4.3.1 Das Bildungssystem in NSW | 67 |
| 4.3.2 Das deutsche Bildungssystem | 71 |
| 4.3.3 Vergleich des deutschen und des australischen Bildungssystems | 72 |
| 4.4 Methodik | 74 |
| 4.4.1 Halbstrukturierte, informelle Interviews | 75 |
| 4.4.2 Auswahl der Schulen | 77 |
| 4.5 Demografische Profile | 78 |
| 4.5.1 Schule A (Grundschule) | 78 |
| 4.5.2 Schule B (Grundschule) | 80 |
| 4.5.3 Schule C (Grundschule) | 82 |
| 4.5.4 Vergleich | 84 |
| 4.5.5 Weiterführende Schule D | 85 |
| 4.5.6 Auswertung der Daten | 87 |
| 4.5.7 Zusammenfassung | 87 |
| 4.6 Diskussion | 88 |
| 4.6.1 Das deutsche Bildungssystem: | 88 |
| 4.6.2 Das Bildungssystem in NSW: | 90 |
| 4.6.3 Empfehlungen für die Zukunft | 92 |
| 4.7 Literatur | 94 |
| 5 An Exploration of how Inclusive Practices in Schools Influence Student Behaviour | 96 |
| 5.1 Abstract | 96 |
| 5.2 . Literature Review | 96 |
| 5.3 Collecting and Description of the Sample | 98 |
| 5.3.1 Construction of the Questionnaire | 98 |
| 5.4 Results | 99 |
| 5.4.1 Socialisation of Students | 99 |
| 5.4.2 Negative School Experiences | 101 |
| 5.4.3 Problem and Conflict Resolution | 101 |
| 5.4.4 Positive and Negative Influence by Parents and Teachers | 101 |
| 5.4.5 Student Attitudes towards School and Free Time | 102 |
| 5.5 Discussion | 103 |
| 5.5.1 Social Inclusion | 103 |
| 5.5.2 Negative Experiences | 104 |
| 5.5.3 Problem and Conflict Solving | 104 |
| 5.5.4 Positive or Negative Influence of Parents and Teachers | 105 |
| 5.5.5 Attitude towards School and Free Time | 105 |
| 5.6 Limitations of the Study | 106 |
| 5.7 Conclusion | 106 |
| 5.8 References: | 106 |
| 6 Inklusive Schulen - Inklusive Lehrkräfte? Wie viel Sonderpädagogik braucht das Lehramtsstudium, damit Lehrkräfte auch für inklusive Schulsysteme ausgebildet sind? | 108 |
| 6.1 Zusammenfassung | 108 |
| 6.2 Inklusive Schulen in Deutschland und ihre Herausforderungen | 108 |
| 6.3 Die Herausforderungen der Lehrkraft an inklusiven Schulen und ihre Konsequenzen | 110 |
| 6.4 Das Forschungsprojekt: Lehrkräfte an inklusiven Schulen in Armidale, Australien | 113 |
| 6.5 Ergebnisse des Forschungsprojektes | 114 |
| 6.6 Diskussion | 119 |
| 6.7 Literaturverzeichnis | 122 |
| 7 Inclusive Schools - Inclusive Teachers? How much special needs preparation does a pre-service teacher need to teach successfully in an inclusive school system? | 124 |
| 7.1 Abstract | 124 |
| 7.2 Inclusive Schools in Germany and Their Challenges | 124 |
| 7.3 The Challenges for Teachers at Inclusive Schools and their consequences | 126 |
| 7.4 The Research Project: Teachers at Inclusive Schools in Armidale, Australia Research question | 128 |
| 7.5 Results of the Research Project | 129 |
| 7.6 Discussion | 136 |
| 7.7 References | 137 |
