Rehabilitation Studies, Special Education Studies and Nursing
Group of courses: Law, Economics and Social Sciences
a) Gender and disability as processes of socio-historical construction
b) Gender and disability as an analytical category in educational processes (referring to pedagogical goals, interaction, institution, concept development, professional identity, identity of the client)
c) Gender and disability in the context of processes of discrimination
d) Sexual violence against women with disabilities
e) Disability Studies and the self-help movement of disabled people
Theoretical approaches: Disability Studies, Poststructuralism, Recognition Theory, Equity Theory
Methodological approaches: Intersectionality, communication studies, discourse analysis, disability studies, normalism, biographical research
Areas of practice: Inclusive schools, special schools, long-term disability assistance systems (inpatient and outpatient)
Aspects of professionalism: Professional positions concerning the topic of gender and disability; reflective practice in relation to the categories of gender and disability, e.g. from the perspective of so-called practices of addressing.
Gender and disability should be considered as a cross-sectional topic in as many courses as possible. The aspects heterogeneity, difference, diversity and inclusion are of particular interest and should be explicitly addressed. They can be implemented both in introductory courses (historical and theoretical basics of the subject), but also in practice-related courses and courses that foster professional self-reflection. The latter implies e.g. learning diaries, case and video vignettes, but also field explorations, which look at the topic through participant observation and other survey techniques.
At BA level:
At MA level: