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United Nations. (2024). Sustainable development goals overview: 4 quality education, https://sdgs.un.org/goals/goal4

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Even before the COVID-19 pandemic, the world was already off-track to achieve its education targets. If no additional measures are taken, only one in six countries will meet SDG4 and achieve universal access to quality education by 2030. An estimated 84 million children and young people will still be out of school and an estimated 300 million student will still not have the basic numeracy and literacy skills they need to succeed in life. To deliver SDG4, education systems must be re-imagined, and education financing must become a priority national investment.

Target 4.1: Between 2015 and 2021, the school completion rate increased from 85% to 87% in primary, from 74% to 77% in lower secondary and from 54% in 2015 to 58% in upper secondary education. Even before the onset of COVID19, these rates had slowed down relative to progress in 2010-15. Looking closely at reading levels at the end of primary school, for which trend data cover 34% of the world's children, the analysis shows that global learning levels showed no progress between 2015-2019. Furthermore, learning losses due to COVID-related school closures have been documented in 4 out of 5 of the 104 countries that have carried out such studies.

Target 4.2: Participation rate in organized learning one year before the official primary entry age has stagnated at around 75% since 2015, still far from the target of ensuring that all girls and boys have access to quality pre-primary education by 2030.

Target 4.3: Among 131 countries with data from 2017 onwards, on average approximately one in six youth and adults aged 15-64 recently participated in formal or non-formal education and training. Participation is substantially higher among youth aged 15-24 (40%-50%), compared to those aged 25-55 (only 5% for most regions).

Target 4.a: Basic school infrastructure is far from universal. In 2020, approximately a quarter of primary schools globally do not have access to basic services such as electricity, drinking water and basic sanitation facilities. For other facilities such as computer facilities and the provision of disability adapted infrastructure, figures are substantially lower, with around 50% of primary schools with access.

Target 4.c: Globally, in 2020, over 14% of teachers are still not qualified according to national norms, with little improvement since 2015.

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Goal 4 | Department of Economic and Social Affairs

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Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

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Leando Artikel, Beiträge, Events und mehr…

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Die Hochschulen wirken an der sozialen Förderung der Studierenden mit; sie berücksichtigen die besonderen

Bedürfnisse von Studierenden mit Kindern. Sie tragen dafür Sorge, dass behinderte Studierende in ihrem Studium nicht benachteiligt werden und die Angebote der Hochschule möglichst ohne fremde Hilfe in Anspruch nehmen können. Sie fördern in ihrem Bereich den Sport.

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Regelungen

Nachteilsausgleiche Gesetzliche Verankerung – ein erster Überblick:

https://www.studierendenwerke.de/themen/studieren-mit-behinderung/studium-und-pruefungen/nachteilsausgleiche-gesetzliche-verankerung

Landesrechtliche Regelungen:

https://www.studierendenwerke.de/themen/studieren-mit-behinderung/recht-politik-und-daten/landesrechtliche-

regelungen-nachteilsausgleiche-und-angemessene-vorkehrungen-im-studium

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Der Anspruch auf Nachteilsausgleich für Studierende mit Behinderungen und chroni­schen Krankheiten ist vielfach gesetzlich verankert:

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In allen Bundesländern ist mittlerweile hochschulgesetzlich geregelt, dass Ansprechpartner*innen für Studierende mit Behinderungen und chronischen Krankheiten benannt werden, z.B. als Beauftragte für Studierende mit Behinderungen und chronischen Krankheiten oder im Rahmen ihres Amtes als Beauftragte für Inklusion oder für Diversität. Die Regelungen zu den Mitwirkungsrechten unterscheiden sich zum Teil erheblich.

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Hochschule bietet wenig Unterstützung bei NTAs. Dies betrifft Studierende und Lehrende. Grad der Unterstützung abhängig von der Fakultät und deren Prüfungsamt.

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Fremdsprachenlehrende haben selten ein Bewusstsein dafür, wie diskriminierend der Fremdsprachenunterricht für Studierende mit Behinderungen und Beeinträchtigungen häufig ist. Angefangen bei dem Design von Material (Beispiel: nicht LRS-freundlich, nicht geeignet für Menschen mit visuellen Beeinträchtigungen) über die Unterrichtsszenarien bis hin zu Prüfungen. Studierende trauen sich aufgrund von Erfahrungen in der Schule häufig nicht, ihre Bedarfe zu erklären.

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https://www.candlinandmynard.com/barrier-free-resources.html

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CAST (2024). Universal Design for Learning Guidelines version 3.0. 

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CAST (2024). Universal Design for Learning Guidelines version 3.0. 

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https://www.cast.org/

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Studien

Poskowsky, J., Heißenberg, S., Zaussinger, S., & Brenner, J. (2018). Beeinträchtigt studieren – best2:

Datenerhebung zur Situation Studierender mit Behinderung und chronischer Krankheit 2016/. Deutsches

Studentenwerk. https://www.studierendenwerke.de/beitrag/beeintraechtigt-studieren-best2

Steinkühler, J., Beuße, M., Kroher, M., Gerdes, F., Schwabe, U., Koopmann, J., Becker, K., Völk, D., Schommer,

Th., Ehrhardt, M.-Chr., Isleib, S., & Buchholz, S. (2023): Die Studierendenbefragung in Deutschland: best3

Studieren mit einer gesundheitlichen Beeinträchtigung

https://www.dzhw.eu/pdf/ab_20/beeintraechtigt_studieren_2021.pdf (Download der Studie)

https://www.dzhw.eu/services/meldungen/detail?pm_id=1618

https://www.dzhw.eu/services/material/pressemitteilungen/2023_12_04_best3.pdf (Presseinfo)

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•Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education by Thomas J. Tobin and Kristen T. Behling (2018)

•Inclusive Teaching: Strategies for Promoting Equity in the College Classroom by Kelly A. Hogan and Viji Sathy (2022)

•Activities for Inclusive Language Teaching: Valuing diversity in the ELT classroom by Anne Margaret Smith (Ed.) (2020)

•Raising awareness of SpLDs: Activities to build a supportive learning environment by Anne Margaret Smith (2017)

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Artikel und weiteres

Dyslexia and Foreign Language Teaching, MOOC: https://www.futurelearn.com/courses/dyslexia

Kormos J. Specific learning difficulties in second language learning and teaching. Language Teaching.

2020;53(2):129-143. https://doi.org/10.1017/S0261444819000442

Lovett, B. J., & Harrison, A. G. (2021). De-Implementing Inappropriate Accommodations Practices. Canadian

Journal of School Psychology, 36(2), 115-126. https://doi.org/10.1177/0829573520972556

Oxford University Press, Inclusive Practices in English Language Teaching:

https://fdslive.oup.com/www.oup.com/elt/general_content/global/expert/oup-expert-inclusive-practices2.pdf

Studieren mit AD(H)S: Geht das?

https://www.unicum.de/wissenswertes/studieren-mit-adhs-geht-das

Taylor, L., & Banerjee, J. (2023). Language assessment accommodations: Issues and challenges for the future.

Language Testing, 40(4), 1000-1006. https://doi.org/10.1177/02655322231186222 , (wer lieber hört: Language

Testing Bytes Vodcast #39, https://www.youtube.com/watch?v=hSek4tmT4uw)

Černickaja, K., & Sokolová, L. (2024). Dyslexia in higher education – teacher’s perspective: Scoping review. Frontiers in Education, 9, 1-13. https://doi.org/10.3389/feduc.2024.1372699

Accardo, A. L., Bomgardner, E. M., Rubinstein, M. B., & Woodruff, J. (2024). Valuing neurodiversity on campus: Perspectives and priorities of neurodivergent students, faculty, and professional staff. Journal of Diversity in Higher Education. Advance online publication. https://dx.doi.org/10.1037/dhe0000571

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Materialien

British Council, Inclusive Teaching Principles and Strategies Toolkit: https://americas.britishcouncil.org/new-ways-

of-teaching/inclusive-teaching-principles-and-strategies-toolkit

Projekte

Specific learning difficulties and the learning of additional languages: https://wp.lancs.ac.uk/learning-languages-

with-splds/projects/

ENGaGe Project: The project aims to raise awareness of the special educational needs of dyslexic learners in

foreign language learning, and provide ideas and resources for teachers to facilitate their individualised treatment

in mixed-ability classes. Self-study Teacher Training Programme: https://engage.uni-

miskolc.hu/index.php/teacher-training-programme/

SCALED – Supporting Content and Language Learning Across Diversity: https://scaled.uw.edu.pl/

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Teaching Languages to Students with Specific Learning Differences (Kormos and Smith, 2023)

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Teaching Languages to Students with Specific Learning Differences (Kormos and Smith, 2023)

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This book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other.

The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.

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Teaching Languages to Students with Specific Learning Differences

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This book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition.

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The Second Language Learning Processes of Students with Specific Learning Difficulties (Kormos, 2017)

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The Second Language Learning Processes of Students with Specific Learning Difficulties (Kormos, 2017)

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Chapter 1. An overview of Specific Learning Difficulties.

Chapter 2. The identification of Specific Learning Difficulties in another language.

Chapter 3. The cognitive effects of specific learning difficulties on the processes of learning an additional language.

Chapter 4. Specific learning differences and affective factors in language learning.

Chapter 5. Assessing the second language skills of students with specific learning difficulties.

Chapter 6. Teaching languages to students with SpLDs

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The Second Language Learning Processes of Students with Specific Learning Difficulties

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The Second Language Learning Processes of Students with Specific Learning Difficulties is the only recent book available to offer a detailed and in-depth discussion of the second language learning processes of students with specific learning difficulties (SpLDs). It summarizes research advances in the fields of cognitive and educational psychology and integrates them with recent studies in the area of second language acquisition (SLA).

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Dyslexia and Foreign Language Teaching (FutureLearn course)

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Dyslexia and Foreign Language Teaching (FutureLearn course)

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Dyslexia and Foreign Language Teaching - Online Course - FutureLearn

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Discover teaching strategies and resources to help dyslexic students learn a foreign language, with this free online teaching course from Lancaster University.

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Beispiel für die Umsetzung von Informationen für Studierende

Hochschule:

https://www.hwr-berlin.de/studium/beratung/studium-mit-behinderung-oder-chronischer-erkrankung/

https://www.hwr-berlin.de/studium/beratung/studium-mit-behinderung-oder-chronischer-erkrankung/nachteilsausgleich/

https://www.uni-hannover.de/de/studium/beratung-hilfe/studieren-mit-handicap/nachteilsausgleich

https://www.uni-regensburg.de/diversity/startseite/index.html

https://www.uni-bonn.de/de/studium/beratung-und-service/studieren-mit-handicap/nachteilsausgleiche

https://hm.edu/hochschule_muenchen/familie_gender/familiengerechtehochschule/familienbuero/index.de.html

Fakultät:

https://www.uni-goettingen.de/de/nachteilsausgleiche/677244.html