Harry Kullmann
Biographic Data
| ID | 5142144 |
|---|---|
| NAME | Harry Kullmann |
| GIVEN NAMES | Harry |
| FAMILY NAME | Kullmann |
| SIGNATURE | KULLMANN H |
| AFFILIATIONS | Paderborn University |
| ORCID | 0000-0001-5488-5105 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
‘School is no longer a lone wolf effort’
Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of hi…
Parental (dis)satisfaction with school placement to achieve inclusion
Background This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1,309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfactio…
What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion
In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a …
Inklusion im schulischen Alltag Praxiskonzepte und Forschungsergebnisse aus der Laborschule Bielefeld
Seit ihrer Gründung im Jahr 1974 versteht sich die Laborschule Bielefeld als "eine Schule für alle": Kein Kind und kein Jugendlicher soll vom gemeinsamen Schulbesuch ausgeschlossen werden. Bis heute ist die Haltung für die Schule tragend, die Verschiedenheit der Schülerinnen und Schüler als großen Reichtum und eine Bereicherung zu sehen, die eine Vielzahl an Lernchancen für alle eröffnet. Im vorliegenden Band wird die aktuelle Kultur der Inklusio…
Inklusiver Unterricht – (Auch) eine Frage der Einstellung
No prominent works on this page.
Inklusiver Unterricht – (Auch) eine Frage der Einstellung
Inklusion im schulischen Alltag Praxiskonzepte und Forschungsergebnisse aus der Laborschule Bielefeld
Seit ihrer Gründung im Jahr 1974 versteht sich die Laborschule Bielefeld als "eine Schule für alle": Kein Kind und kein Jugendlicher soll vom gemeinsamen Schulbesuch ausgeschlossen werden. Bis heute ist die Haltung für die Schule tragend, die Verschiedenheit der Schülerinnen und Schüler als großen Reichtum und eine Bereicherung zu sehen, die eine Vielzahl an Lernchancen für alle eröffnet. Im vorliegenden Band wird die aktuelle Kultur der Inklusio…
What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion
In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a …
‘School is no longer a lone wolf effort’
Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of hi…
Parental (dis)satisfaction with school placement to achieve inclusion
Background This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1,309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfactio…
Family and Disability Support Research (2 works) · Sociology and Education Studies (2 works) · Art (1 works) · Child Welfare and Adoption (1 works) · Children's Rights and Participation (1 works) · Collaborative Teaching and Inclusion (1 works) · Descriptive statistics (1 works) · Early Childhood Education and Development (1 works) · Education Discipline and Inequality (1 works) · Education Methods and Technologies (1 works)