Abstract
The demand for inclusive education is accompanied by new demands on educational staff and requires specific professional knowledge to be successfully mastered. This article examines the question of what inclusion-related professional knowledge is available to students in the teacher degree program for vocational schools and to students of vocational education and training. To operationalize this, a newly constructed standardized test was developed and examined with regard to its validity. Within a structural model, the results confirm the theoretically assumed model with the four areas of general knowledge about inclusion and heterogeneity, knowledge for diagnostics, knowledge for counselling and knowledge for support. In addition, the findings confirm inter- and intragroup-specific performance differences depending on the length of study and the chosen degree program.
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