Teaching Units for School Classes

School and lessons are always social interactions that present challenges for all pupils – not just for children with autism or other developmental disorders. Learning to deal with social demands and conflicts is part of everyday school life, just like learning to count, write and read. However, students with autism, for example, often have the greatest difficulties in coping with social demands.

It is not uncommon for them to react to this with very individual behavior and reactions that are often incomprehensible to the other students. Special interests and inclinations in relation to school content and leisure activities are also often incompatible with the “mainstream” of the class. These different interests and behaviors often lead to tensions that can only be dealt with productively if the class community is given space for reflection and exchange.

Dealing with differences and accepting diversity in the group requires an understanding of one’s own needs and those of others. Classmates do not have to approve of the special needs of students with special needs, but they should learn to find ways of dealing with them individually and satisfactorily in a way that does not allow for exclusion. But what about the other individual characteristics in the classroom community?

Teaching Unit for more Understanding and Cooperation
It is extremely important to take the needs, questions and expectations of classmates seriously and to consider these alongside the individual needs of the included child in everyday school life.
with the help of individual support for social participation and togetherness
Our teaching units are therefore not just about explaining the special characteristics and behaviors of students with autism or ADHD. The decisive factor is the processual view of and support for the entire group: the needs of all pupils are taken seriously, group dynamics are addressed and ways of accepting diversity and avoiding exclusion are developed together in a playful way. Always based on the individual circumstances and needs of the respective class.

In this way, we promote mutual understanding, strengthen the class community and support the sustainable social participation of pupils with individual support needs.

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