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In the last decades, subject-matter education (Fachdidaktik) has been addressing the idea of inclusion rather incidentally. Although inclusive teaching and learning became more and more prominent in research and practice, a theoretical scheme combining inclusive pedagogy with respective subject-specific characteristics is still missing. This article by members of NinU (\"Netzwerk inklusiver naturwissenschaftlicher Unterricht\"/\"Network Inclusive Science Education\") focuses on this challenge with science as an exemplary subject. To systematically combine the two perspectives, the article presents selected and significant characteristics of inclusive pedagogy and science education, before a scheme is suggested adjoining the two perspectives. NinU itself, as well as the presented scheme, can serve as a successful example of cooperation beyond disciplinary boundaries. Educators of other subjects are invited to identify significant aspects of their own subject that could be brought together with inclusive pedagogy in the same manner. (Orig.).

In many countries, the number line (NL) is an important tool in mathematics education to develop an understanding of numbers. However, students may have difficulties using the NL. To provide students showing NL difficulties with appropriate support, more research is needed on how these students interact with NLs. In this study, we investigated how three different groups of students located numbers on an NL: 20 fifth-grade students with general learning difficulties (LD) from a special school, and 60 fifth-grade students with mathematical learning difficulties (MD) from a school of general education, compared to 55 fifth-grade students without MD/LD. We analyzed students’ strategies based on qualitative analysis of eye-tracking videos and students’ error rates. We found that all students were generally able to solve the tasks correctly. Analyses of students’ strategies showed that the types of strategies used for locating numbers on an NL did not differ between students with LD, with MD, and without MD/LD. Differences were found in the frequency with which certain strategies were used, particularly for numbers between the midpoint and endpoint of the NL—indicating differences in the mathematical development regarding the flexible use of NL strategies between students with LD, with MD, and without MD/LD.

Visacane is a sugarcane quarantine station located in the South of France, far away from sugarcane growing areas. Visacane imports up to 100 sugarcane varieties per year, using safe control and confinement measures of plants and their wastes to prevent any risk of pathogen spread outside of the facilities. Viruses hosted by the imported material are either known or unknown to cause disease in cultivated sugarcane. Poaceae viruses occurring in plants surrounding the quarantine glasshouse are currently unknown. These viruses could be considered as a source of new sugarcane infections and potentially cause new sugarcane diseases in cases of confinement barrier failure. The aim of this study was to compare the plant virome inside and outside of the quarantine station to identify potential confinement failures and risks of cross infections. Leaves from quarantined sugarcane varieties and from wild Poaceae growing near the quarantine were collected and processed by a metagenomics approach based on virion-associated nucleic acids extraction and library preparation for Illumina sequencing. While viruses belonging to the same virus genus or family were identified in the sugarcane quarantine and its surroundings, no virus species was detected in both environments. Based on the data obtained in this study, no virus movement between quarantined sugarcane and nearby grassland has occurred so far, and the confinement procedures of Visacane appear to be properly implemented.