FIRST CALL
With the establishment of inclusion in schools, the question of how to design effective lessons for learners with disabilities has become more important. Although Inclusion can by no means be considered a new phenomenon or a new development, there is still a lack of knowledge about what history education should look like in order to be effective for students with disabilities (Barsch et al. 2020; Rein 2021; Völkel 2017). In recent years, a broader view on Inclusion has been established (Löser/Werning 2015, 17-18). This means that iInclusion is not only focused on people with disabilities, but also comprehensively addresses all areas of social inequality that are associated with disadvantage. This includes disadvantages caused by linguistic abilities, socioeconomic conditions, sexual orientations, ethnicity, etc. that differ from the majority of society. Consequently, Inclusion has become a field of research and practice of different professions, which vary from one another in their specificity and perspectives.
Despite the awareness of the necessity for a broad understanding of Inclusion, the planned conference is dedicated to the specific relationship between history didactics and special education for historical learning in schools. At the same time intersectional
aspects (Bronner and Paulus 2021) will also be taken into account, insofar as disability can also be understood as a social construct and social phenomenon (Trescher 2017, 30f.) in which various simultaneously occurring manifestations of difference jointly lead to disadvantages.
The conference aims to provide a space for these topics to be touched upon. Furthermore, theoretical perspectives, practical experiences, empirical findings and conceptual approaches will also be equally considered, especially given that the empirical level has been neglected in the past (Barsch et al. 2020; Rein 2021).
Therefore, this will be a focus at the conference in order to emphasize the relevance of people with disabilities for empirical research. On the other hand, while the theoretical and practical level have already more approaches and publications (Barsch
et al. 2020; Alavi and Lücke 2016; Völkel 2017; Degner 2020, 2016), a more in-depth exchange still seems desirable and profitable after decades of marginalization (Riegert and Musenberg 2015; Musenberg and Pech 2011).

Theoretical questions might include:
- How does historical imagination manifest itself in learners with sensory disabilities?
- What theoretical approaches to history didactics are adaptable for learners with disabilities?
- What role does narrativity play in inclusive history teaching?
- What are the didactic principles of teaching history in inclusive settings?

On a practical level, such question could be discussed:
- Which teaching methods seem promising for promoting historical thinking in children and adolescents with intellectual disabilities?
- What is the relationship between language-sensitive history teaching and special education?
- How can teacher training prepare future history teachers for Inclusion?
- What opportunities does digitalization offer history teaching for learners with disabilities?

Additionally, empirical perspectives will also be opened up, for example:
- What general empirical findings are there on historical learning for learners with disabilities?
- What empirical findings are there on historical learning in inclusive settings?
- Which teaching methods seem promising for promoting historical thinking of children with special educational needs?

We are already looking forward to your proposals for possible contributions at the meeting! The conference is planned as an international conference with English as the working language. For guests from abroad, we will solicit funding for travel
expenses. Therefore, we need a commitment from these persons as early as possible with a working title for a talk or workshop.

Please address your proposals of no more than 1000 words to: Sebastian Barsch sbarsch@histosem.uni-kiel.de and Franziska Rein franziska.rein@ph-ludwigsburg.de

Kind regards
Prof. Dr. Sebastian Barsch and Dr. Franziska Rein

References:
Alavi, Bettina; Lücke, Martin (Hg.) (2016): Geschichtsunterricht ohne Verlierer!? Inklusion als Herausforderung für die Geschichtsdidaktik. Wochenschau Verlag Dr. Kurt
Debus GmbH; Deutscher Historikertag; Sektion "Geschichtsunterricht ohne Verlierer? Inklusion als Herausforderung für die Geschichtsdidaktik in Theorie, Empirie und
Pragmatik" auf dem 50. Deutschen Historikertag mit dem Titel "Gewinner und Verlierer". Schwalbach/Ts.: Wochenschau Verlag.
Barsch, Sebastian; Degner, Bettina; Kühberger, Christoph (Hg.) (2020): Handbuch Diversität im Geschichtsunterricht. Inklusive Geschichtsdidaktik (Wochenschau Geschichte).
Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen (2018): Übereinkommen der Vereinten Nationen über die Rechte von Menschen mit
Behinderung. Online verfügbar unter https://www.bmas.de/SharedDocs/Downloads/DE/PDF-Publikationen/a, zuletzt geprüft am 11.11.2019.
Bronner, Kerstin; Paulus, Stefan (2021): Intersektionalität: Geschichte, Theorie und Praxis. Eine Einführung in das Studium der Sozialen Arbeit und der Erziehungswissenschaft. 2., durchgesehene Auflage. Opladen, Toronto: Verlag Barbara Budrich (utb Soziale Arbeit, Erziehungswissenschaft, 4873).
Degner, Bettina (2016): Narrative Kompetenz im inklusiven Geschichtsunterricht?! Ein Unterrichtsversuch. In: Bettina Alavi und Martin Lücke (Hg.): Geschichtsunterricht ohne Verlierer!? Inklusion als Herausforderung für die Geschichtsdidaktik. Schwalbach/Ts.: Wochenschau Verlag (Wochenschau Wissenschaft), S. 85–100.
Degner, Bettina (2020): Leichte Sprache und Visualisierung. In: Sebastian Barsch, Bettina Degner und Christoph Kühberger (Hg.): Handbuch Diversität im Geschichtsunterricht. Inklusive Geschichtsdidaktik (Wochenschau Geschichte), S. 375–384.
Löser, Jessica; Werning, Rolf (2015): Inklusion - allgegenwärtig, kontrovers, diffus? - In: Erziehungswissenschaft 26 (51), S. 17-24
Musenberg, Oliver; Pech, Detlef (2011): Geschichte thematisieren - historisch lernen. In: Christoph Ratz (Hg.): Unterricht im Förderschwerpunkt geistige Entwicklung. Fachorientierung und Inklusion als didaktische Herausforderungen. 1. Aufl. Oberhausen: Athena (Lehren und Lernen mit behinderten Menschen, 21), S. 217–240.
Rein, Franziska (2021): Historisches Lernen im Förderschwerpunkt geistige Entwicklung. Eine Studie zur Sinnbildung durch die eigene Lebensgeschichte. Göttingen: V&R unipress (Beihefte zur Zeitschrift für Geschichtsdidaktik, Band 024).
Riegert, Judith; Musenberg, Oliver (2015): Inklusiver Fachunterricht in der Sekundarstufe. 1. Auflage. Stuttgart: Verlag W. Kohlhammer.
Trescher, Hendrik (2017): Behinderung als Praxis. Biographische Zugänge zu Lebensentwürfen von Menschen mit 'geistiger Behinderung'. Unter Mitarbeit von Michael Börner. Bielefeld: transcript (Kultur und soziale Praxis).
Völkel, Bärbel (2017): Inklusive Geschichtsdidaktik. Vom inneren Zeitbewusstsein zur dialogischen Geschichte. Schwalbach: Wochenschau Wissenschaft (Wochenschau
Wissenschaft).