The German Pedagogy for Intellectual Disabilities, having emerged as a distinct path post-World War II, remains relatively underexplored. This research represents a pioneering effort, providing the first comprehensive examination of the self-perception of the Pedagogy for Intellectual Disabilitiesas a scientific discipline within the context of the International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD) conference. This project involved an in-depth analysis of the eight most recent textbooks within the Pedagogy for Intellectual Disabilities. Employing a combination of Open Coding (Strübing, 2014) and discourse-linguistic multilevel analysis (Spitzmüller & Warnke, 2011), the research embraced both deductive and inductive approaches. The majority of PbgB does not regard itself as an inclusive-participative scientific discipline. Notably, our research reveals innovation in recognizing a historical correlation between shifts within the discipline and corresponding changes in educational practice. This is particularly pertinent in light of recent empirical studies indicating that a significant proportion of students in special education focusing on intellectual development lack an intelligence quotient-based intellectual disability. The results underscore the imperative for interdisciplinary reflection within the field of Intellectual and Developmental Disabilities (IDD). The research's adaptability is highlighted, serving as a foundational resource for subsequent empirical and theoretical inquiries into Pedagogy for Intellectual Disabilities or associated educational practices. The innovative potential lies in leveraging shifts within the discipline as catalysts for positive developments in pedagogical approaches. This study sets the stage for future research by highlighting the need for further exploration into the historical and reciprocal relationship between PID and practice.

Authors:
Jonathan Klix, Leibniz University Hannover, Germany

About the Presenter(s)
Jonathan Klix, Research Associate at Leibniz University Hannover, specializes in pedagogy for intellectual disabilities. His main topics are disciplinary theoretical questions in pedagogy for intellectual disabilities and theories of inclusion.

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