Since 1994, students have been able to study special education/inclusion studies at the Görlitz site. The "Hermann-Heitkamp-Haus" teaching building offers excellent conditions in terms of space and technical equipment. Every year, 30 students are accepted for the winter semester. The standard period of study for the Bachelor's degree course is seven semesters. The study concept was developed as part of an international project.
For inquiries and information of a formal nature, such as the application procedure or admission requirements, please contact the Department of Studies and International Affairs at our university directly.
Basic information
A word of honesty in advance to those interested in studying curative education:
Curative education is not therapy for people with disabilities, nor is it the continuation of medicine with pedagogical means. Curative education is pedagogy, i.e. it is concerned with stimulating, shaping and supporting educational and training processes for people. The guiding principle of inclusive curative education is the recognition and management of human diversity. This means that the "defect or deficit" of people cannot be made the measure of all things. Rather, the focus is on creating living conditions and relationships with other people that promote development and personality, encompassing all stages of life (childhood, adolescence, adulthood, old age) and all areas of society (such as education, training, work, leisure, family, community). This normative basis requires a holistic, dynamic and transdisciplinary approach to curative education. It sees itself in a network with medicine, psychology, social work or therapy - but is based on independent theories, conceptual systems and concepts of action. You will be comprehensively confronted with this in our Bachelor's degree course.
If you expect to be trained as a therapist with us, this will be disappointed. - Please only apply if you are prepared to explore the genuinely pedagogical approach of our discipline during the course of your studies.
The aim of our training efforts is relatively simple to state: We want to release people into professional practice who are so academically and practically competent that they can stimulate, manage and reflect on inclusive processes.
Inclusive processes can be recognized and classified as multi-dimensional. One example is the intersubjective dimension, which involves eliminating or reducing disruptions to communicative and cooperative processes in order to pave the way for successful educational experiences. This also includes strengthening the self-help potential of people with specific life difficulties. Keywords here would be e.g: Self-determined living, empowerment or support.
Finally, it should also be pointed out that it is not only people with specific life difficulties who have a need for development, education, support or assistance, but also their living environment, society, its institutions and organizations. Keywords here would be, for example: Social space orientation or case management.
Education, training and development support for these people is still often only available at the price of segregation, i.e. exclusion from regular living conditions. But the half-empty glass is also half-full. The landscape of disability assistance is opening up, becoming increasingly "client-centered", self-help and self-advocacy groups are finding a voice in society and confidently claiming their basic rights. "Equality in diversity" has never been as conceivable as it is today - although in fact we are still a long way from it.
