The graduates gain knowledge about scientific core resources in DDS and can apply them in their professional environment of "Disability Care".

They are familiar with the development of the international philosophical-ethical care debate and know about the gender-specific inequalities and inequities, which are established in traditional social care operations. They are able to develop a productive perspective in contemporary approaches to an "inclusive culture of care" (e. g. Community Care Models), which corresponds to other international models.

They gain an understanding in the basics and conditions of alternative theories to realise inclusive societies and their socio-political models as well as a detailed theoretical and practical introduction to life coaching.

The knowledge is furthermore used to reflect upon their professional identity.

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Care describes the universal fact of human vulnerability and dependency on caring activities. The main focus of this lecture is on different philosophical approaches of the care ethics as a practice of awareness and attention, which is particularly important when being in direct contact with people with disabilities and specific life-burdening conditions, but it also includes socio-political consequences and collective activities. It should be assumed that care activities will increase because of an ageing society. This lecture thematises the process of how this professional position of care can build a foundation for a new assessment of social work for elderly and disabled people.

Albert, M. (2006): Soziale Arbeit im Wandel. Professionelle Identität zwischen Ökonomisierung und ethischer Verantwortung. Hamburg.

Allinson, J. (2011): The Lifecoaching Workbook. Bloomington.

Aselmeier, L. (2008): Community Care und Menschen mit geistiger Behinderung. Gemeinwesenorientierte Unterstützung in England, Schweden und Deutschland. Wiesbaden.

Buchanan, I.; Walmsley, J. (2006): 'Self Advocacy in Historical Perspective', BJLD.

Concannon, L. (2005): Planning for Life. Involving adults with learning disabilities in service planning. Guernsey.

Dörner, K. (2007): Leben und sterben, wo ich hingehöre. Dritter Sozialraum und neues Hilfesystem. Neumünster.

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Horster, D. (Hrsg.) (2005): Sonderpädagogische Professionalität: Beiträge zur Entwicklung der Sonderpädagogik als Disziplin und Profession. Wiesbaden.

Klement, C. (2006): Von der Laienarbeit zur Profession? Zum Handeln und Selbstverständnis beruflicher Akteure in der ambulanten Altenpflege. Opladen.

Schablon, K.-U. (2009): Community Care. Professionell unterstützte Gemeinweseneinbindung erwachsener geistig behinderter Menschen. Analyse, Definition und theoretische Verortung struktureller und handlungsbezogener Determinanten. Marburg.

Schmidt-Lellek, Chr.; Buer, F. (Hrsg.) (2011): Life-Coaching in der Praxis. Wie Coaches umfassend beraten. Göttingen.

Theunissen, G. (2001): Die Self-Advocacy Bewegung. Empowerment-Bewegungen machen mobil (II). In: Behinderte in Familie, Schule und Gesellschaft, 3-4, S. 21-28.

Walmsley, J. (2002): Principles and Types of Advocacy. In Gray, B. and Jackson, R. (eds): Advocacy and Learning Disability, London, Jessica Kingsley.

Wehmeyer, M. (2007): Promoting Self-Determination in Students with Developmental Disabilities. New York.

Welshman, J.; Walmsley, J. (Eds) (2006): Community Care in Perspective: Care, Control and Citizenship, Basingstoke, Palgrave Macmillan.

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