Start Date
17-6-2025 12:30 PM
End Date
17-6-2025 2:00 PM
Abstract
Introduction Special Educational Needs Schools for children with intellectual disability (ID) in Bavaria, Germany are linked to day care centres. In the BewiS project, the University of Wuerzburg observes how both institutions work together towards the same goal of developing an active school in Control groups. School development processes should focus on the participation of relevant stakeholders, as principal, teachers, childcare workers, therapists and students. This includes ensuring that different opinions are represented in the concept development process (van Meegen & Zielke, 2023).
Methodology In this research the first meetings of the developing team at two different Special Educational Needs Schools are evaluated. The control meetings were audio recorded and then transcribed. The Grounded Theory (Mey & Mruck, 2020) methodology is used to gather data from the first meeting of control group.
Results Involving all stakeholders in Special Educational Needs Institution can be challenging due to the structure of the organisation. The research highlights that the central roles are played by teachers and the principal, while other stakeholders are not extensively involved. Different employers and employment relationships complicate the participation of collaborative partners.
Conclusions For BewiS it is necessary that stakeholders work together to create an inclusive environment that promotes physical activity for all members of the school and day care. It can be assumed that adjustments to the structures of the schools will be necessary to ensure functioning cooperation between the relevant stakeholders.
References
Mey, G. & Mruck, K. (2020). Grounded-Theory-Methodologie. [Methodology of grounded theory] In: Mey, G. & Mruck, K. (Hrsg.). Handbuch Qualitative Forschung in der Psychologie. Band 2: Designs und Verfahren. 2. Auflage, Wiesbaden: Springer.
van Meegen, A. & Zielke, S. (2023). Mehr Partizipation in schulischen Entscheidungsprozessen! [More participation in school decision-making processes!] In Deutsches Schulportal der Robert Bosch Stiftung (Hrsg.). Stuttgart: Robert Bosch Stiftung GmbH. https://deutsches-schulportal.de/kolumnen/mehr-partizipation-in-schulischenentscheidungsprozessen/
Recommended Citation
Sauer, Leonie; Reuter, Christiane; and Prechtl, Jakob, "School development towards an active school" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 48.
https://sword.mtu.ie/isapa/2025/day2/48
School development towards an active school
Introduction Special Educational Needs Schools for children with intellectual disability (ID) in Bavaria, Germany are linked to day care centres. In the BewiS project, the University of Wuerzburg observes how both institutions work together towards the same goal of developing an active school in Control groups. School development processes should focus on the participation of relevant stakeholders, as principal, teachers, childcare workers, therapists and students. This includes ensuring that different opinions are represented in the concept development process (van Meegen & Zielke, 2023).
Methodology In this research the first meetings of the developing team at two different Special Educational Needs Schools are evaluated. The control meetings were audio recorded and then transcribed. The Grounded Theory (Mey & Mruck, 2020) methodology is used to gather data from the first meeting of control group.
Results Involving all stakeholders in Special Educational Needs Institution can be challenging due to the structure of the organisation. The research highlights that the central roles are played by teachers and the principal, while other stakeholders are not extensively involved. Different employers and employment relationships complicate the participation of collaborative partners.
Conclusions For BewiS it is necessary that stakeholders work together to create an inclusive environment that promotes physical activity for all members of the school and day care. It can be assumed that adjustments to the structures of the schools will be necessary to ensure functioning cooperation between the relevant stakeholders.
References
Mey, G. & Mruck, K. (2020). Grounded-Theory-Methodologie. [Methodology of grounded theory] In: Mey, G. & Mruck, K. (Hrsg.). Handbuch Qualitative Forschung in der Psychologie. Band 2: Designs und Verfahren. 2. Auflage, Wiesbaden: Springer.
van Meegen, A. & Zielke, S. (2023). Mehr Partizipation in schulischen Entscheidungsprozessen! [More participation in school decision-making processes!] In Deutsches Schulportal der Robert Bosch Stiftung (Hrsg.). Stuttgart: Robert Bosch Stiftung GmbH. https://deutsches-schulportal.de/kolumnen/mehr-partizipation-in-schulischenentscheidungsprozessen/