Formen von Lerntherapie in der Schule.
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| Title: | Formen von Lerntherapie in der Schule. |
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| Alternate Title: | Variations of Educational Therapy in Schools. |
| Authors: | Hilkenmeier, Johanna1 (AUTHOR) johanna.hilkenmeier@uni-hamburg.de, Hilkenmeier, Frederic2 (AUTHOR), Riva, Franziska3 (AUTHOR), Hülsmann, Maike4 (AUTHOR), Ricken, Gabi1 (AUTHOR) |
| Source: | Lernen und Lernstörungen. 2026, Vol. 15 Issue 2, p78-86. 9p. |
| Subject Terms: | *Educational support, *Educational counseling, *Dyslexia, *Struggling readers, *Supply & demand of teachers, Interprofessional collaboration, Numeracy |
| Abstract (English): | Abstract: Background: Educational therapy often takes place outside of school environments. A limitation of this approach is that not all children in need of specific support are reached. Integrating educational therapy directly into daily school routines enables more immediate support for these children and facilitates multi-professional collaboration with teachers. This can provide new preventive options for addressing difficulties in reading, writing, and mathematics. Accordingly, educational therapy enhances the resources that schools – facing teacher shortages and increasingly heterogeneous student needs – require. Initial experience suggests that educational therapists work with schools under varying conditions and adapt their methods accordingly. The aim of this study is to describe these diverse approaches in detail and to identify similarities and differences. Methods: A dataset of 77 educational therapists working in schools was analyzed using cluster analysis. Results: Four clusters were identified: (1) individual support during school hours, (2) individual and group support in the afternoon, (3) group support during school hours, and (4) firm integration into daily school routines. Discussion: Open questions remain regarding the quality of the educational therapy provided and the extent of multi-professional collaboration within schools. [ABSTRACT FROM AUTHOR] |
| Abstract (German): | Zusammenfassung:Hintergrund: Lerntherapeutische Angebote finden häufig außerhalb des schulischen Rahmens statt. Ein Nachteil dabei ist, dass hierdurch nicht alle Kinder erreicht werden, die einen spezifischen Bedarf haben. Eine direkte Einbettung von Lerntherapie in den Schulalltag ermöglicht eine unmittelbare Unterstützung dieser Kinder, und eröffnet durch den multiprofessionellen Austausch mit Lehrkräften neue präventive Handlungsmöglichkeiten bei Schwierigkeiten im Erwerb schriftsprachlicher und mathematischer Kompetenzen. Lerntherapie erweitert damit die Ressourcen, die Schulen aufgrund eines Lehrkräftemangels und heterogener Voraussetzungen der Kinder dringend benötigen. Erste Erfahrungen zeigen, dass Lerntherapeut_innen auf vielfältige Bedingungen in Schulen treffen und unterschiedlich arbeiten. Ziel der vorliegenden Studie ist es, diese heterogenen Arbeitsweisen näher zu beschreiben sowie Gemeinsamkeiten und Unterschiede zu bestimmen. Methode: Ein Datensatz von 77 Personen, die zu ihrer lerntherapeutischen Tätigkeit in Schule befragt wurden, wurde mit einer strukturentdeckenden Clusteranalyse ausgewertet. Ergebnisse: Es konnten vier Cluster identifiziert werden: (1) Einzelförderung am Vormittag, (2) Einzel- und Gruppenförderung am Nachmittag, (3) Gruppenförderung während der Unterrichtszeit und (4) fest verankerte Lerntherapie im Schulalltag. Diskussion: Offen bleiben Fragen zur Qualität realisierter lerntherapeutischen Arbeit und multiprofessioneller Kooperation in Schule. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Abstract: Background: Educational therapy often takes place outside of school environments. A limitation of this approach is that not all children in need of specific support are reached. Integrating educational therapy directly into daily school routines enables more immediate support for these children and facilitates multi-professional collaboration with teachers. This can provide new preventive options for addressing difficulties in reading, writing, and mathematics. Accordingly, educational therapy enhances the resources that schools – facing teacher shortages and increasingly heterogeneous student needs – require. Initial experience suggests that educational therapists work with schools under varying conditions and adapt their methods accordingly. The aim of this study is to describe these diverse approaches in detail and to identify similarities and differences. Methods: A dataset of 77 educational therapists working in schools was analyzed using cluster analysis. Results: Four clusters were identified: (1) individual support during school hours, (2) individual and group support in the afternoon, (3) group support during school hours, and (4) firm integration into daily school routines. Discussion: Open questions remain regarding the quality of the educational therapy provided and the extent of multi-professional collaboration within schools. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 22350977 |
| DOI: | 10.1024/2235-0977/a000515 |
