Content-related and social participation in inclusive mathematics education

In the 1980s, the WHO presented a differentiated model of disability. The central feature of disability according to this model is not the impairment but the resulting limitation in social participation. The UN Convention on the Rights of Persons with Disabilities (CRPD) goes a step further by demanding that persons with disabilities must have access to an inclusive school education together with persons without disabilities. From our point of view, not only social but also content-related participation is important for an inclusive school education. The following theoretical paper seeks to explore a theoretically grounded concept of participation in mathematics classes for a planned exploration of how these forms of participation are implemented in inclusive mathematics education in Germany.