Curative education

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This article or paragraph presents the situation in Germany . Help us to describe the situation in other countries.

According to Werner Eitle, curative education is a scientific discipline of education . The term, which in Germany is often used synonymously with that of special education , goes back to Jan-Daniel Georgens (1823–1886) and Heinrich Marianus Deinhardt (1821–1880). In 1861 and 1863 they published their two-volume work Die Heilpädagogik, with a special focus on idiocy and idiot institutions . By combining the upbringing of children or adults with and without disabilities, co-education and an emphasis on the educational approach, the authors, according to the interpretation of the Viennese special and curative teacher Gottfried Biewer, were far ahead of the thinking of the time and the term was only later has been linked to a greater focus on medical access. A comprehensive reference work on curative education was published in Halle an der Saale in 1934. In the 1960s, according to Biewer, curative education was replaced by the term special education in school contexts in Germany and mainly used for fields of activity outside of school. In Austria and Switzerland it has been used to this day as a term used to describe a pedagogy in difficult development processes.

Goal setting

The important basic idea of ​​curative education, the "holistic" means: Not only disabilities or difficult conditions and their remediation should be the subject of curative education. From the curative pedagogical point of view, the whole person (with his abilities, problems and resources as well as his social environment) is to be considered and included in the processing and solution of problems.

tasks

“The task of curative education is to help people with behavioral problems or behavioral disorders or with mental, psychological, physical and linguistic impairments and their environment through the use of appropriate educational-therapeutic offers. The cared for people should learn to establish relationships and to act responsibly, to take on tasks and experience meaning and value in the process. For this purpose, curative educators diagnose existing problems and disorders, but also the existing resources and skills of the persons to be cared for, and create individual support and treatment plans. Through suitable educational measures, they promote the personality , independence , community ability , level of development and education as well as the personal skills of the people to be looked after. In addition, they advise and look after relatives or other parents involved, for example in problem and conflict situations. "(Source: Federal Employment Agency: Heilpädagoge / Heilpädagogin)

Training to become a curative teacher

Specialized schools for curative education

The training to become a state-recognized curative pedagogue takes place at a technical college for curative education and takes one and a half to two years depending on the federal state. Here 1860 to 2440 hours (Bavaria) have to be completed. In the part-time form, the training lasts two and a half to four years. With the state recognition the entitlement is acquired to acquire the degree of qualified curative pedagogue (FH) after a three semester postgraduate course at a corresponding technical college . This is also possible there as part of an undergraduate degree at a university of applied sciences. In addition, it is possible to study at a university via the diploma course in curative education with different focuses (e.g. at the University of Cologne - SS 07 expiring).

At the specialist school for curative education at the Diakoniekolleg Hannover (Stephansstift), curative pedagogy training is offered with a focus on motopedics, which links the work areas of curative pedagogy and motopedics in the sense of a complementary concept on the training level (interdisciplinary training approach). Motopedia is understood here as a special method of curative education.

Admission requirements

Anyone who is a state-approved educator or who has acquired an equivalent professional qualification can be admitted to the Fachschule Heilpädagogik . B. Dipl.- social worker , social workers , religious teacher , deacon , support workers , geriatric nurse , nurse . Furthermore, after the prerequisite initial qualification, at least two years of full-time practical relevant activity in curative and socio-educational institutions is required, which can also be performed during the training to become a curative teacher.

Goal of the training:

  • enable people with disabilities or disabilities to support special education and to support them in their social and personal integration,
  • convey the necessary specialist skills for the areas of application ( see below ),
  • enable them to take on administrative tasks that are directly related to activities in the professional field.

The course is structured by five uniformly prescribed learning fields nationwide , in which key competencies (technical, social and methodological competence) are acquired on the basis of learning situations generated from the participants' practice. The respective learning situations must be worked on by the students in the form of practical tasks in their practical fields and are knowledge-guiding for the individual subjects.

Learning fields:

  • Recognize and understand people with disabilities in their living environment
  • Accompany, support and educate people with disabilities in everyday life
  • Promote, educate and advise people with disabilities in targeted measures taking special methods into account
  • Working in teams, with relatives and specialist services
  • Document and evaluate the curative education work.

Subjects in the cross-curricular learning area:

Subjects in the subject-related learning area:

Final exam:

  • Two written exams
  • A practical examination / colloquium in the field of curative education.

Universities of applied sciences

The entrance requirement for studying curative education at universities of applied sciences is the advanced technical college entrance qualification. Completed training in a pedagogical or therapeutic profession, but also long-term internships and long voluntary work in a (curative) pedagogical field of work favor admission, but are not mandatory requirements.

The contents of the course are:

The course is accompanied by internships of varying duration in various practical fields of curative educational work and concludes with a bachelor's thesis.

In the course of the Bologna process , curative education is only offered as a master's or bachelor's degree at universities of applied sciences . The admission requirement for the master’s degree does not have to be a curative education degree; admission is also possible with a degree in psychology, education, social work and related professional groups.

Areas of application

  • Remedial, socio-educational and social care institutions
  • Schools with integrative or special education focuses
  • Integrative day care centers
  • Workshops for people with disabilities
  • Integration companies
  • supported employment
  • other institutions of integration and rehabilitation
  • Area of ​​living
  • Institutions of child and youth services
  • Vocational institutions and workshops
  • Special educational homes and foster homes
  • Advice centers for early detection and early support
  • Rehabilitation facilities (rehabilitation pedagogy)
  • Day-care centers and regular kindergartens
  • Remedial and special educational day care centers
  • Special schools for people with disabilities
  • Dormitories and residential training groups
  • Psychiatric institutions
  • Hospitals for socio-educational family support / adult education
  • Aid for the elderly
  • Own practice or freelance in a network of medical practices.

In some of the facilities mentioned, the curative teachers also work in management positions (group leaders, team leaders, educational leaders, home managers, etc.).

Situation in Switzerland

In Switzerland, due to historical developments - in contrast to Germany - curative education is used to describe the field of activity outside of school and school. It deals with the upbringing, training, education and support of children, young people and adults with developmental impairments and disabilities. Practical curative educational work (e.g. in facilities for disabled people, early intervention centers or in curative educational school homes or other youth welfare institutions) is interdisciplinary; This means that from medicine to psychology as well as occupational therapy, physiotherapy or social work, many relevant findings from other disciplines are incorporated.

Curative education originally referred to 'healing' through education and therapy. However, this healing idea is no longer represented in the more recent scientific discussion. From the modern curative pedagogical point of view, the whole person (with his abilities, problems and resources as well as his environment) is to be considered and included in the processing and solution of problems. The term 'curative education' is derived from this basic idea. Healing, healing in this context does not refer to healing in the medical sense, i.e. the restoration of a healthy, impairment-free state, but rather to healing in the sense of spiritualization and integration.

'Salvation' is originally derived from the idea of ​​comprehensive (physical and spiritual) Christian salvation. Bedeutendster representatives of a special education as a special education was the Catholic theologian Linus Bopp , who in 1930 his epochal work General special education in a systematic foundation and practical educational setting published. The aforementioned is based on the value philosophy / hierarchy of Franz Xaver Eggersdorfer with regard to his healing (s) pedagogical teaching . As a result, Linus Bopp's central healing (s) pedagogical terms are those of depreciation and inhibition of the sense of value. The theologian described those children / adolescents who, in his choice of words, based on value philosophy, became the 'object' of salvation education as follows:

It turns out that in many objects of healing education the sense of value and the will to value fail or are seriously inhibited because the individuals concerned are unable to do so or are only able to do so with difficulty due to a lack of the necessary psycho-spiritual abilities (Bopp 1930, p. 64).

The approach of Linus Bopp was taken up and deepened in essential points by the Swiss curative educator Eduard Montalta . He speaks of reduced value and reduced value (cf. Montalta 1967, p. 3 ff.). Today this theological / philosophical interpretation is heavily criticized.

Important curative educators (selection)

See also

literature

  • Manfred Berger : Selected trailblazers in curative education. In: Our youth. Issue 9, 2000, pp. 365-376.
  • Gottfried Biewer : Basics of curative education and inclusive education . Klinkhardt (UTB), Bad Heilbrunn 2017, 3rd edition. ISBN 978-3-8252-4694-5 .
  • Linus Bopp: General curative education based on systematic principles and with an educational approach. Herder, Freiburg / Breisgau 1930.
  • Maximilian Buchka, Rüdiger Grimm, Ferdinand Klein (eds.): Life pictures of important curative educators in the 20th century. E. Reinhardt, Munich 2000, ISBN 3-497-01540-7 .
  • Konrad Bundschuh, Ulrich Heimlich, Rudi Krawitz (Hrsg.): Dictionary curative education. A reference work for study and educational practice. Klinkhardt, Bad Heilbrunn 1999, ISBN 3-7815-0999-0 .
  • Werner Eitle : Basic knowledge of curative education. Bildungsverlag Eins, Troisdorf 2003, ISBN 3-427-08133-8 .
  • Heidi Fischer, Michael Renner: curative education - curative educational action concepts in practice. Lambertus, Freiburg 2010, ISBN 978-3-7841-1979-3 .
  • Urs Haeberlin: Curative education as a science based on values. A propaedeutic introductory book on basic questions of pedagogy for the disadvantaged and excluded. Quarterly journal for curative education and its neighboring areas, supplement 20. Haupt, Bern et al. 1996, ISBN 3-258-05302-2 .
  • Daniel Kasper: Curative Education. In: Luzia Truniger (Ed.): Words. Terms. Meanings. A glossary on social work from the Aargau Northwestern Switzerland University of Applied Sciences. University of Applied Sciences Aargau Northwestern Switzerland, Brugg 2005.
  • Eduard Montalta: Basics and systematic approaches to a theory of salvation education (curative education). In: Heribert Jussen (Hrsg.): Handbook of curative education in schools and youth welfare. Kösel, Munich 1967, pp. 3-43.

Web links

Individual evidence

  1. ↑ Werner Eitle: Basic knowledge of curative education. 2003, p. 8.
  2. ↑ Werner Eitle: Basic knowledge of curative education. 2003, p. 8.
  3. ↑ Adolf Dannemann , Georg Gnerlich, August Hentze, E. Meltzer , H. Schoberl, Erich Stern (eds.): Enzyklopädisches Handbuch der Heilpädagogik. 2 volumes, Halle an der Saale 1934.
  4. ↑ Gottfried Biewer : Basics of curative education and inclusive education. 2nd Edition. Klinkhardt (UTB), Bad Heilbrunn 2010, ISBN 978-3-8252-2985-6 , pp. 19-32.
  5. ↑ a b c d e f g h for example § 2 HeilpädVO of the State of Berlin of February 2, 2015 GVBl. P. 12  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. (PDF; 1 MB)@1@ 2Template: Toter Link / www.wkdis.de