Competence Orientation and Inclusion – An Integration on Classroom Level

Abstract

In the context of recent educational reforms, competence orientation and inclusion are often viewed as two central, yet incompatible concepts  – that is, if competence orientation is understood as standardizing learning-outcomes and inclusion as integrating students with special educational needs. However, these
interpretations  ignore  an  elementary  relation:  both  competence -oriented  and  inclusive education aim at a broad and comprehensive support  of all learners. This paper develops process-oriented standards for competence-oriented and inclusive teaching and learning, which are to contribute to the individual development of competences. First, I argue that the concepts of competence orientation and inclusion are often reduced to limited definitions and therefore presented as contradictory approaches. Second, following its etymology and its most influential definition by Franz E. Weinert, the term “competence” is divided into six dimensions of  educational  support.  Based  on  these  dimensions  –  the  individual,  cognitive, motivational, social, ethical-normative and performative dimension –, the text introduces educational standards, which neither relate to learning outcomes, nor do they  focus  on  special  educational  needs.  Instead,  they  concern  the  processes  of teaching and learning in order to pave the way for individual development.