Prof. Lindmeier describes a joint project for students and people with disabilities, which focused on attitudes towards people with disabilities in Nazi Germany

1. Seite 1Prof. Dr. Bettina Lindmeier

2. Experiencing history - Treatment of people
with learning difficulties during the NS-era
Prof. Dr. Bettina Lindmeier
Institut für Sonderpädagogik – Abteilung Allgemeine Behindertenpädagogik und -soziologie
Learning in
heterogeneous groups
as a means to reflect on
one’s beliefs about
inclusive pedagogy and
learners with disabilities

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Starting point of the project
 Germany‘s special history of discrimination and murder during
the NS era
 Little knowledge of the situation of people with disabilities
during this time
 Continuity of discrimination
 Large interest of students in historical and ethical issues
 UN-CRPD marks a paradigm shift: Persons with disabilities are
not viewed as "objects" of charity, medical treatment and social
protection; rather as "subjects" with rights, who are capable of
claiming those rights and making decisions for their lives based
on their free and informed consent as well as being active
members of society.
Prof. Dr. Bettina Lindmeier

4. Seite 4Prof. Dr. Bettina Lindmeier
Project context:
Teacher education for inclusion:
how can we provide appropriate training?
“There is … a growing body of research that has identified positive
attitudes as being equally important as, if not more important than,
knowledge and skills as prerequisites for good inclusive teachers
(Cook, 2002; Forlin, Loreman, Sharma, & Earle, 2007; Loreman,
Forlin, & Sharma, 2007; Sharma, Forlin, Loreman, & Earle, 2006;
Sharma, Loreman, & Forlin, 2007)” (Forlin/Chambers 2011, 18).
“Pre-service training may be the best time to address teachers’
concerns, and possibly modify their negative attitudes towards
learners with disabilities and their perceptions about inclusive
education (Loreman et al., 2005), since the initial attitudes of pre-
service teachers may be crucial to the success of inclusion for
children with disabilities (Wilczenski, 1992)” (Forlin/Chong, 2006,
164)

5. Seite 5Prof. Dr. Bettina Lindmeier
Project context:
Teacher education for inclusion:
How can we provide appropriate training?
 Special education teachers are regarded as experts for inclusion –
but they aren‘t!
 Special school settings tend to lower expectations and suggest
that their students are less able to learn;
 That‘s what teaching students learn during their internships;
 In contrast to CRPD Art. 8 – Awareness-raising!
 Few teaching students have own learning experiences in
heterogenous groups;
 There is prove that single seminars are able to change students
attitudes, especially if contact to learners with disabilities is
provided;
 But: contact may confirm attitudes as well!
 Meaningful contact is necessary.

6. Seite 6Prof. Dr. Bettina Lindmeier
UN-CRPD Art. 8: Awareness-raising
(1) States parties undertake to adopt immediate, effective and
appropriate measures:
a) To raise awareness throughout society ... regarding persons with
disabilities, and to foster respect for the rights and dignity of
persons with disabilities
b) To combat stereotypes, prejudices and harmful practices relating
to persons with disabilities ...;
c) To promote awareness of the capabilities and contributions of
persons with disabilities;

7. Seite 8Prof. Dr. Bettina Lindmeier
Project aims (for all participants)
Knowledge of the treatment of people with disabilities under the NS-
regime (exclusion, forced sterilisation, murder)
Experience with group learning (working in groups of two and more,
working with historic sources, constructing biographical portraits,
presenting posters, excursion to Hadamar)
Own reflected point of view regarding exclusion, discrimination, the
value of life, and the NS ‘euthanasia’ crimes
Own meaningful learning experience in a heterogenous group on a
relevant subject
Getting in touch with teaching students / non-student adults with
disabilities on an equal footing
Biographical learning (life stories – own and others)

8. Seite 9Prof. Dr. Bettina Lindmeier
Aims (for teaching students)
 Re-evaluate their view of disability, the learning abilities and educational
interests of people with ID / learning difficulties (awareness-rising);
 The experience of learning in heterogeneous groups, and a revision of the
deep rooted assumption that high performance individuals benefit less from
heterogeneous groups;
 Knowledge of the discrimination that people with learning difficulties face
today, and the corresponding emotions;
 Knowledge with respect to inner differentiation, working materials and
accessible language (important for own teaching experience;
 Learning about the treatment of the holocaust in primary education in a
separate seminar;
 Reduced concerns that inclusion does not work or that they can‘t promote
inclusion;
 Experience that adults with disabilities can do better;
 Work on our special history together with those who where potential victims

9. Seite 10Prof. Dr. Bettina Lindmeier
Aims (for non student participants)
 Getting to know and try out the common approaches to at
university;
 Meaningful learning experience on a subject which is usually
thought to be too abstract and causing to much emotional
strains;
 The experience of learning in heterogeneous groups, and a
revision of the experience to be excluded by higher achieving
students and by teachers;

10. Seite 11
The Projekt: experiencing history
March 2014
3. Excursion
to Hadamar
Prof. Dr. Bettina Lindmeier
April
2015
Seminar
July 2015
4. Excursion
to Hdamar

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What we do
Students
2-hour seminar on holocaust education in primary schools
Adults without university access (usually working in day centers)
2 days covering
 general historic knowledge concerning the nationalist era
 one victim‘s biography (Anna‘s Life Story)
Together
3 days covering different subjects & preparation of the trip to
Hadamar
2 days in Hadamar (Memorial dedicated to the memory of the
victims of the Nazi-„euthanasia"-crimes)
Prof. Dr. Bettina Lindmeier

12. Anna‘s Life Story

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 Anna’s birthday is the 2nd
August 1915.
 That was 100 years ago.
 Anna’s parents own an inn
in Sterkrade.
 Sterkrade is in the Ruhr
region.
 Anna has two older
brothers.

14. Seite 15
Material and results from groupwork
First year:
Information in
easy language

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Material and results from groupwork
Second year:
victim‘s biographies

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Material and results from groupwork
Third year: biographies of staff at Hadamar and helpers
Analysis of books for children and youth

17. Seite 18Prof. Dr. Bettina Lindmeier
Main findings – results from group discussions
Group experience was extremely important and positive
„The group was great! Everybody gave and received support when
needed. And all of us needed support at some stage“
Reduced fear to mix with students / with learner‘s with disabilities
Gain of positive and realistic attitudes
„I did not think that discussions on this level would be possible!“
„We spoke very openly. I was impressed by what people said
about being discriminated against.“
Group work was very productive, though sometimes challenging
„two group theory“ (we – they) diminished - in one group fully, in the
others at certain times

18. Seite 19Prof. Dr. Bettina Lindmeier
Main findings – results from group discussions
 Gain of self confidence
„I can imagine to work with groups like this myself“
„I get along at university“
Teaching staff is very helpful – makes me feel confident
(important to all participants – students reported feeling less
confident or even fearful in other seminars at times)
 Gain of knowledge was larger than in other seminars (students)
 „I learned a lot on how to organise group work, assist, provide
material“
 „I learned a lot about the subject“
 „I learned to use easy language“

19. Seite 20
Univ.-Prof. Dr. Bettina Lindmeier
Abteilung Allgemeine Behindertenpädagogik und -soziologie
Prof. Dr. Claudia Schomaker
Abteilung Sachunterricht und inklusive Didaktik
Institut für Sonderpädagogik der Leibniz Universität HannoverSchloßwender Str. 1
30159 Hannover
bettina.lindmeier@ifs.uni-hannover.de
http://bettina.lindmeier.phil.uni-hannover.de
claudia.schomaker@ifs.uni-hannover.de
http://claudia.schomaker@ifs.uni-hannover.de
http://www.gemeinsamlernen.uni-hannover.de/9387.html
Lindmeier, B.; Schomaker, C.: „Ich hätte nicht gedacht, dass hier Diskussionen auf diesem Niveau
möglich sind.“ – Einblicke in ein inklusives Studienprojekt aus einer hochschuldidaktischen Perspektive.
In: Blömer, D.; Lichtblau, M.; Jüttner, A.-K.; Koch, K.; Krüger, M.; Werning, R. (Hrsg.): Perspektiven auf
inklusive Bildung. Gemeinsam anders lehren und lernen. Berlin 2015, 114-119.
Bettina Lindmeier; Claudia Schomaker 2014: „Gut, dass wir damals nicht gelebt haben, sonst wären
wir alle schon tot!“ Inklusive historische Bildung zum Thema NS-‘Euthanasie‘-Verbrechen‘ In:
sonderpädagogische Förderung heute, 53, 73-91
Claudia Schomaker & Bettina Lindmeier: „Was wäre mit mir passiert, wenn ich damals gelebt hätte?“
Einblicke in ein Studienprojekt zum Umgang mit Menschen mit Behinderungen während der NS-Zeit in
inklusiven Lerngruppen. In: www.widerstreit-sachunterricht.de, Nr. 20, April 2014
Prof. Dr. Bettina Lindmeier

20. Seite 21Prof. Dr. Bettina Lindmeier