Educational science with a focus on inclusion-oriented diagnostics

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Welcome to the Department of Educational Science with a focus on inclusion-oriented diagnostics!

Team

Scientific Research

We deal with issues of diagnosis and support in the context of school inclusion. Working in our multi-professional team (including special education, sociology, educational science, psychology, various teaching professions) enables us to take a multi-perspective view of various research topics.

Anne Stöcker in front of her poster during the lecture.

Image: Anne Stöcker

Poster presentation

At the Luxembourg Educational Research Association on November 6, 2025, Anne Stöcker will present initial results from a current literature review on the topic of young carers in schools.

We were there!

The team attended the fall conference 2025 of the Working Group on Empirical Special Education Research (AESF) in Dortmund.

Current publications

2025

Lowis Donath, J., Lüke, T., Tran, U.S., Botes, E., Götz, T., 2025. The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach. Educational Psychology Review 37, 105. https://doi.org/10.1007/s10648-025-10081-9
Steiner, T.M., Tabin, M., Ranzato, E., Gómez-Merino, N., Lüke, T., 2025. Systematischer internationaler Vergleich der Förderstrukturen für Lernende mit SEN - erste Erkenntnisse deutschsprachiger Länder. https://doi.org/10.13140/RG.2.2.14476.37761
Schnepel, S., Gresch, C., Böhme, K., Lüke, T., Grosche, M., 2025. Differenzierungsmaßnahmen im Rahmen des Universal Design for Learning (UDL) im Mathematik- und Deutschunterricht der Sekundarstufe und ihr Effekt auf die Kompetenzentwicklung = Differentiation Within the Framework of Universal Design for Learning in Mathematics and German Lessons in Secondary Schools and the Effect on Achievement, in: Gresch, C., Schmitt, M., Grosche, M., Böhme, K., Labsch, A., Külker, L. (Hrsg.), Inklusion in der Sekundarstufe I in Deutschland : Erfolgsfaktoren und Herausforderungen Springer, Cham, S. 203–236. https://doi.org/10.1007/978-3-658-48603-7_7
Kashikar, L., Lüke, T., Grosche, M., 2025. Effects of Diagnostic Labels for Students With Learning Problems on Teachers’ Stereotypes and Performance Expectations. Journal of Learning Disabilities 59, 2025. https://doi.org/10.1177/00222194251315187

2024

Stöcker, A., 2024. Dimensionen von Behinderung: Beiträge zur theoretischen Konzeptualisierung und empirischen Erfassung eines komplexen Konstrukts. Esch-sur-Alzette.
Stöcker, A., Korneli, K., 2024. Forschungsprojektvorstellung: „Perspektiven von Menschen mit Behinderungen auf gesellschaftliche Positionen und Zusammenhalt“. Wissen schafft Demokratie 15, 86–87.
Stöcker, A., Namer, Y., 2024. A Conversation about Communication-Based Marginalization in Everyday Life, in: Namer, Y., Stöcker, A., Ashour, A., Dieckmann, J., Schmidt, P., Zurbriggen, C. (Hrsg.), Intersectional challenges to cohesion? : On marginalization in an inclusive society. Campus, Frankfurt am Main, S. 103–119.