Publications and Lectures

Publications

2022

  • Badstieber, B., Gasterstädt, J., & Köpfer, A. (2022). Reconstructive approaches in inclusive education. Methodological challenges of normativity and reification in international inclusion research. In B. Amrhein & S. Naraian (Eds.), Reading inclusion divergently: Articulations from around the world (pp. 171-184). Bingley: Emerald Publishing.
  • Gasterstädt, J., Hasche, G., Helbig, J., & Meyer, S. (2022). On problem construction in special education discourse on behavior disorders. In B. Amrhein & B. Badstieber (Eds.), (In)possible perspectives on behavior in school. Theoretical, empirical, and practical contributions to the de- and reconstruction of the Emotional and Social Development special education focus (pp. 188-206). Weinheim, Basel: Beltz Juventa.
  • Gasterstädt, J., Strecker, A. & Urban, M. (2022). School-parent relations in inclusive developing schools: Empirical insights into non-differentially sensitive forms of parent engagement. In M. Grünke, D. Hövel & K. Ziemen (Eds.), Participation in all areas of life? A look back and forward (pp. 267-272). Bad Heilbrunn: Klinkhardt.
  • Gasterstädt, J., Grüter, S. & Kalcher, M. (2022) (Eds.). School - family - inclusion. Insights into a complex field of inclusive school development. Gaster editorship in Journal of Inclusion. www. inklusion-online.net/index.php/inklusion-online/issue/view/53
  • Gasterstädt, J., Strecker, A. & Urban, M. (2022). Conflicts in the complex constellation of family, school and school support: parental work between structural irresponsibility and inclusive demands. Journal of Inclusion (School - Family - Inclusion), 1. https://www.inklusion-online.net/index.php/inklusion-online/article/view/652/474

2021

  • Gasterstädt, J. (2021). Same same but different - Inclusion in two federal states in Germany. In Köpfer, A., Powell, J.J.W. & Zahnd, R. (Eds.), Handbook Inclusion International - global, national and local perspectives on inclusive education (179-196). Opladen: Budrich. doi.org/10.2307/j.ctv1f70kvj.13
  • Gasterstädt, J., Strecker, A. & Urban, M. (2021). "Information triangle? On the relationship between teachers, family and school support. In DiMawe. Zeitschrift für Konzepte und Arbeitsmaterialien für Lehrer*innenbildung und Unterricht (Role clarification in inclusive schools. Concepts and materials for teacher*in-service training), 3(3), 46-55. www.dimawe.de/index.php/dimawe/article/view/4139
  • Heinrich, M., Gasterstädt, J., Geese, N., Rißler, G., Strecker, A., Blasse, N., Budde, J., Demmer, C., Rohrmann, A., Urban, M. & Weinbach, H. (2021). Role clarification in inclusive schools concepts and materials for initial and in-service training - an introduction to the thematic issue. In DiMawe. Zeitschrift für Konzepte und Arbeitsmaterialien für Lehrer*innenbildung und Unterricht (Role clarification in inclusive schools. Concepts and materials for teacher*in-service and in-service training), 3(3), 1-7. www.dimawe.de/index.php/dimawe/article/view/4166
  • Gasterstädt, J., Geese, N., Rißler, G., Strecker, A., Blasse, N., Budde, J., Demmer, C., Heinrich, M., Rohrmann, A., Urban, M. & Weinbach, H. (2021) (Eds.). Role clarification in inclusive schools. Concepts and materials for initial and in-service teacher training. Theme issue in Die Materialwerkstatt. Journal of concepts and working materials for teacher*education and teaching, 3(3). www.dimawe.de/index.php/dimawe/issue/view/340
  • Ferraro, E., Gasterstädt, J. & Wahl, J. (2021). Areas of tension in inclusive media education. In MediaPedagogy. Journal for Theory and Practice of Media Education 44 (Inclusive-media education in school contexts. An interdisciplinary review), 24-73. https://www.medienpaed.com/article/view/1127
  • Gasterstädt, J. & Rüger, S. (2021). situating difference? Possibilities and limits of situational analysis exemplified by empirical engagement with difference. In S. Gabriel et al. (Eds.), Social difference and reification - Theoretical approaches and research practice treatment (pp. 51-75). Wiesbaden: Springer VS.
  • Blasse, N., Budde, J., Demmer, C., Gasterstädt, J., Heinrich, M., Lübeck, A., Rißler, G., Rohrmann, A., Strecker, A. & Urban, M. (2021). Teachers and school support staff as multiprofessional teams in the 'inclusive' school - Between transformation and stabilization. In K. Kunze et al. (Eds.), Cooperation - Coordination - Collegiality. Findings and discourses on the (multi-)professional cooperation of pedagogical actors in schools (pp. 189-209). Bad Heilbrunn: Klinkhardt.

2020

  • Gasterstädt, J. Kistner, A. & Adl-Amini, K. (2020). The determination of special educational needs as institutional discrimination? An analysis of school law regulations. Journal of Inclusion. www.inklusion-online.net/index.php/inklusion-online/article/view/551/415
  • Gasterstädt, J., Strecker, A., & Urban, M. (2020). The organization of school support in pool models: Solution or problem? In M. Grosche, J. Decristan, K. Urton, N. Jansen, G. Bruns & B. Ehl (Eds.), Special education and educational research - Strange sisters? (S. 151-156). Bad Heilbrunn: Klinkhardt.
  • Asbrand, B., Gasterstädt, J., Hackbarth, A., & Martens, M. (2020). What moves inclusion? Theoretical and empirical analyses of inclusive teaching from educational science and special education perspectives. In van Ackeren, I. et al. (Eds.), Movements. Contributions to the 26th Congress of the German Society for Educational Science (pp. 517-528). Opladen: Budrich.
  • Gasterstädt, J. (2020). Children's v. Parents' Rights - How actors in educational administration refer to children's and parents' rights in the context of developing "inclusive" structures. In T. Dietze, D. Gloystein, V. Moser, A. Pietzunka, L. Röbenack, L. Schäder et al. (Eds.), Inclusion - Participation - Human Rights. Transformations into the participatory society? (pp. 139-146), Bad Heilbrunn: Klinkhardt.

2019

  • Gasterstädt, J. (2019). Confronting complexity and navigating inclusion. A situation analysis on the implementation of the UN CRPD in two federal states. Wiesbaden: Springer VS.
  • Gasterstädt, J. (2019). Possibility spaces of regional cooperation in steering situations for the development of inclusive structures. In Ricken, G. & Degenhardt, S. (Eds.), Networking, cooperation, social space - Inclusion as a cross-cutting task (pp. 202-206). Bad Heilbrunn: Klinkhardt.
  • Blasse, N., Budde, J., Demmer, C., Gasterstädt, J., Heinrich, M., Lübeck, A., Rißler, G., Rohrmann, A., Strecker, A., Urban, M., & Weinbach, H. (2019). Between de/categorization and de/professionalization - Complex tensions of professional action in school-based inclusion. Qualifying for Inclusion, 1. www.qfi-oz.de/index.php/inklusion/article/view/15
  • Heinrich, M., Budde, J., Gasterstädt, J., Lübeck, A., Urban, M., Weinbach, H., & Wolf, J. (2019): Professionalization and casework for inclusive schools. In Ricken, G. & Degenhardt, S. (Eds.), Networking, cooperaion, social space - Inclusion as a cross-cutting task (pp. 159-181). Bad Heilbrunn: Klinkhardt.
  • Gasterstädt, J. (2019). From (school) management to regional management? On the changing role of the management of special education support and competence centers in the context of the development of inclusive school systems. In Graß, D., Schimank, U. & Altrichter, H. (Eds.), Governance and work in transition: education and care between state and market (pp. 111-128). Wiesbaden: Springer VS.

2016

  • Gasterstädt, J., & Urban, M. (2016): Attitudes towards inclusion? Implications from the perspective of qualitative research in the context of inclusive school development. Empirical Special Education, 1, 54-66. URL www.psychologie-aktuell.com/fileadmin/download/esp/1-2016_20160211/esp_1-2016_54-66.pdf.
  • Gasterstädt, J. (2016). Cross-cutting issue or task alongside others? Inclusion as a call for innovation in educational systems. In Berkemeyer, N., Hermstein, B. & Manitius, V. (Eds.), Institutional change in education - reform without critique? (pp. 72-91) Weinheim et al: Beltz Juventa.
  • Moser, V., Akhoondi, A., Bengel, A., Gasterstädt, J., Görtler, S., Nesyba, T., Piezunka, A., Schrumpf, F., Tegge, D., Wawzyniak , A., & Wiebigke, J. (2016). Research training group "Inclusion-education-school: Analyses of school structure developments" at the Humboldt University of Berlin. In Hinz, A., Kinne, T., Kruschel, R. & Winter, S. (Eds.), Thinking from the future. Inclusive pedagogy in discourse (pp. 140-152). Bad Heilbrunn: Klinkhardt.

2014

  • Gasterstädt, J., & Urban, M. (2016): Attitudes toward inclusion? Implications from the perspective of qualitative research in the context of inclusive school development. Empirical Special Education, 1, 54-66. URL www.psychologie-aktuell.com/fileadmin/download/esp/1-2016_20160211/esp_1-2016_54-66.pdf.
  • Gasterstädt, J. (2016). Cross-cutting issue or task alongside others? Inclusion as a call for innovation in educational systems. In Berkemeyer, N., Hermstein, B. & Manitius, V. (Eds.), Institutional change in education - reform without critique? (pp. 72-91) Weinheim et al: Beltz Juventa.
  • Moser, V., Akhoondi, A., Bengel, A., Gasterstädt, J., Görtler, S., Nesyba, T., Piezunka, A., Schrumpf, F., Tegge, D., Wawzyniak , A., & Wiebigke, J. (2016). Research training group "Inclusion-education-school: Analyses of school structure developments" at the Humboldt University of Berlin. In Hinz, A., Kinne, T., Kruschel, R. & Winter, S. (Eds.), Thinking from the future. Inclusive pedagogy in discourse (pp. 140-152). Bad Heilbrunn: Klinkhardt.2013

2013

Lectures

  • Gasterstädt, J. (2023). Inclusion as a cross-cutting issue. Presentation at the Studien- und Mentor:innentag on "Inklusion, Mehrsprachigkeit, Ganztagsschulen und Nachhaltigkeit - Querschnittsthemen im Praktikum?!" at the University of Kassel.
  • Gasterstädt, J. & Haas, B. (2023). Research workshop on processing special educational needs. Conducted with the participation of F. C. Klenk and L.-K. Möhlen at the 36th Annual Meeting of Inclusion Researchers:inside, HFH Zurich, Switzerland.
  • Adl-Amini, K., Gasterstädt, J., Kadel, J., Klenk, F. C., Kistner, A. & Schneiker, T. (2023). Simulation game "Categorization in the determination process". Paper presented at the symposium co-organized symposium "Zwischen sonderpädagogischem Förderbedarf und inklusiver Diagnostik - Bedarfe und Impulse vor dem Hintergrund von Professionalisierung und Chancengerechtigkeit", 36th Annual Conference of Inclusion Researchers:innen, HFH Zurich, Switzerland.
  • Gasterstädt, J. (2022). On the contingency of identifying special educational needs. First results from the project InDiVers. Lecture in the context of the event series "Selbsterhaltungsinteresse der Förderschulen?" at the Martin Luther University Halle-Wittenberg.
  • Kistner, A., Gasterstädt, J., Adl-Amini, K., Klenk F. C. & Kadel, J. (2022). InDiVers - Inclusive diagnostics in procedures for determining special educational needs? Between appropriate support and institutional discrimination. Paper presented at the annual conference of the Commission for School Research and Didactics "Vielfaltsorientierung und Diskriminierungskritik" at the Johannes Gutenberg University Mainz.
  • Gasterstädt, J. (2022). Where do we stand regarding the basic right to an inclusive school after two years of pandemic? Presentation at the "Summer Dialogue Evening on Teacher Education for an Inclusive School" of the Center for Diversity and Instructional Development at Goethe University Frankfurt.
  • Gasterstädt, J., Strecker, A. & Urban, M. (2022). School support services between stabilization function and support of participation. Presentation at the symposium "On the way to inclusion? Current Developments on the Use of School Attendants in Inclusive Schools", Chair: Janka Goldan & Sandra Grüter, at the 57th Annual Conference of the Section of Special Education at MLU Halle.
  • Adl-Amini, K., Gasterstädt, J., Kadel, J., Klenk, F. & Kistner, A. (2022). Regulations and routines in assessing Special Educational Needs: Insights into the special needs assessment procedures in Germany. Paper presented at the Symposium: "Institutional Frameworks and Approaches to Measurements Impacting Developments from Medical to Inclusive Diagnostics", Chair: Michelle Proyer; Discussant: Gregor Maxwell, ECER at Yerevan State University, Armenia.
  • Gasterstädt, J., Adl-Amini, K., Kistner, A. & Klenk, F. (2022). InDiVers: Inclusive diagnostics in procedures for determining special educational needs? Between appropriate support and institutional discrimination. Poster presentation at the 28th DGfE Congress at the University of Bremen.
  • Adl-Amini, K., Gasterstädt, J., Kistner, A. & Klenk, F. (2022). Project InDiVers: Inclusive diagnostics in procedures for determining special educational needs? Between appropriate support and institutional discrimination. Poster presentation at the 35th Annual Meeting of Inclusion Researchers* at the University of Innsbruck.
  • Gasterstädt, J. (2022). Prevention. A multi-level perspective on pedagogical approaches. Presentation at the symposium of the Inclusive School Alliance Darmstadt.
  • Gasterstädt, J., Adl-Amini, K., Kistner, A. & Klenk, F. (2021). InDiVers: Inclusive diagnostics in procedures to determine special educational needs? Between appropriate support and institutional discrimination. Poster presentation at the 56th Annual Meeting of the Special Education Section of the DGfE at the University of Würzburg.
  • Gasterstädt, J., Becker, J., Helbig, J. & Urban, M. (2021). Discursive and organizational constructions of conduct disorder. Empirical approaches to the functional meaning of therapeuticization, normalization, and exclusion of disruptive behavior. Paper presented at the conference "School and Pathologization" at the University of Kassel.
  • Adl-Amini, K., Gasterstädt, J. & Behnke, N. (2021). procedures for determining special educational needs - An analysis from the perspective of street level bureaucracy. Paper presented at the annual conference of the Netzwerk Bessere Rechtssetzung und Bürokratieabbau.
  • Gasterstädt, J. (2021). The intertwining of international, national and local levels in the complex situation of developing inclusive education. Paper presented at the 22nd European Conference on Educational Research (ECER) at the University of Geneva.
  • Gasterstädt, J. (2021). "So the regular teacher tells us what to do and leads the lessons" - Empirical insights into the difference between special and regular education teachers in 'inclusive education'. Paper presented at the Interdisciplinary Lecture Series on Educational Research at the University of Duisburg-Essen.
  • Gasterstädt, J. & Adl-Amini, K. (2021). Negotiation processes of special educational needs: Between education and support. Research workshop at the 4th Workshop of the AG Inclusion Research at MLU Halle.
  • Gasterstädt, J. Strecker, A., & Urban, M. (2020). Parent work in inclusive schools in the relation between school, family and school support. Paper presented at the 55th Annual Conference of the Section of Special Education at the University of Cologne.
  • Gasterstädt, J., Kistner, A., & Adl-Amini, K. (2020). The determination of special educational needs as institutional discrimination? An analysis of school law regulations. Paper presented at the 55th Annual Conference of the Section of Special Education at the University of Cologne.
  • Gasterstädt, J., Kistner, A. (2020). Optimization claim "inclusion": level of educational administration. Presentation at the symposium "Optimierungsanspruch "Inklusion"? - Dealing with contradictions at different levels of the school system" at the 55th Annual Conference of the Section for Special Education at the University of Cologne.
  • Gasterstädt, J., & Piezunka, A. (2020). Implementing inclusive education - Different definitions, different interests. Paper presented at the 21st European Conference on Educational Research (ECER) at the University of Glasgow.
  • Gasterstädt, J. (2019). Control. Presentation at the 4th Expert Discussion on Teacher Education for Inclusive Schools - "Contradictions at All Levels" organized by the Center for Diversity and Instructional Development and the European Agency for Special and Inclusive Education at Goethe University Frankfurt.
  • Gasterstädt, J. (2019): Moderation and discussion in the symposium "The Relation between Theory, Methods, and Practice in Qualitative Inclusive Education Research" organized by Urban, M., Budde, J., Demmer, C. & Hansen, J. at the 20th European Conference on Educational Research (ECER) at the University of Hamburg.
  • Gasterstädt, J., Strecker, A. & Urban, M. (2019): Between crisis and stabilization - The 'cooperation' between school, school support services and parents. Paper presented at the joint symposium "Practical 'Cooperation' in Multiprofessional Teams in the 'Inclusive' School" at the annual conference of the DGfE Commission for Professional Research and Teacher Education at the University of Göttingen.
  • Gasterstädt, J., Strecker, A. & Urban, M. (2019): What do school supports actually do? Similarities and differences between individual assistance and pool solutions. Paper presented at the 54th Annual Conference of the Special Education Section of the DGfE at the University of Wuppertal.
  • Gasterstädt, J., Hebert, E. & Wahl, J. (2019): Challanges of inclusive media education. Paper presented at the 20th European Conference on Educational Research (ECER) at the University of Hamburg.
  • Biermann, J & Gasterstädt, J. (2019): Special Education Classification and the UNCRPD: Legitimizing Segregative Structures.Paper presented at the 8th ALTER (European Society for Disability Research) at TH Köln.
  • Gasterstädt, J. (2019): Children's v. Parents' Rights. How actors in educational administration refer to children's and parents' rights in the context of developing "inclusive" structures. Paper presented at the IFO Februrar 2019 at HU-Berlin.
  • Gasterstädt, J. (2019): Steering as negotiation - The concept of procedural ordering for reconstructing steering in educational systems. Paper presented at the workshop "School Theory and School Development - Theoretical Perspectives on School Change Processes" at Goethe University Frankfurt.
  • Gasterstädt, J. & Urban, M. (2018): School support in the context of the relation of school and parents. Paper presented at the 53rd Section Conference of the DGfE Section for Special Education in Hamburg.
  • Gasterstädt, J., Urban, M. & Wolf, J. (2018): Inclusion - participation - disability. System-relational constructions in the context of school and family. Paper presented at the joint symposium "Inclusive School Development between Disability and the Promise of Participation" at the II Conference of the AG Inclusion Research of the DGfE at the European University Flensburg.
  • Gasterstädt, J. & Urban, M. (2018): School support in the context of the relation of school and parents. Paper presented at the 53rd Section Conference of the DGfE Section for Special Education in Hamburg.
  • Gasterstädt, J. (2018): Children's vs. Parental Rights. How Rights are Used as Legitimization in Policy Making Regarding Inclusive Education. Paper presented at ECER, September 2018.
  • Gasterstädt, J. & Urban, M. (2017): Between Reflection and Intervention: The Relevance of Organizational Structures for the Social Construction of EBD in Inclusive Schools. Paper presented at ECER, Copenhagen.
  • Gasterstädt, J. (2017): Focusing on complexity - A situation analysis for the development of inclusive structures in educational systems. Poster presentation at the 13th Berlin Method Meeting Qualitative Research, July 21-22, 2017 at FU Berlin.
  • Gasterstädt, J. (2017): Facing complexity - steering inclusion? A comparative analysis of the implementation of Article 24 of the UN CRPD in two federal states in Germany. Lecture and poster presentation at the conference "Inklusion als Motor des Wandels?" at HU-Berlin.
  • Gasterstädt, J. (2017): "And the only problem is..." - Reconstructing supporting and inhibiting factors in the implementation of inclusion in the context of specific governance regimes. Paper presented at the 31st Inclusion Research Conference at PH OÖ Linz.
  • Bengel, A., Hackbarth, A. & Gasterstädt, J. (2016): Controllability of inclusion? Symposium and presentation at the 51st Section Conference of the DGfE Section of Special Education in Paderborn.
  • Bengel, A. & Gasterstädt, J. (2016). The concept of achievement in the context of developing inclusive school structures. A multi-level analysis using the example of the federal state of Hesse. Paper presented at the 30th Inclusion Research Conference at Bielefeld University.
  • Gasterstädt, J. (2015). Special needs teachers in inclusive developing school systems? Comparative analysis of the implementation of the UN CRPD. Paper presented at the conference "Governance, Profession and Work in Education, Care and Creative Industries" at Johannes Kepler University Linz.
  • Gasterstädt, J. (2015). 'state parties shall ensure an inclusive education systems' (UN CRPD, Art. 24 para. 1). On the recontextualization of this call in two federal states in Germany. Paper presented at the 50th Workshop of the DGfE Section Special Education at the FHNW in Basel.
  • Gasterstädt, J. & Urban, M. (2015). Forms of organization and action for inclusive promotion of social-emotional development. First results from the research project "Social-emotional development and school-based educational support. Differentiation of forms of action and reflexive structures in inclusive schools. Paper presented at the 50th Workshop of the DGfE Section for Special Education at the FHNW in Basel.
  • Gasterstädt, J. (2014). On the development of inclusive school systems: results of a comparative analysis of two federal states/educational regions. Paper presented at the Fall Conference of the Commission for Educational Planning, Organization and Law (KBBB) at Friedrich Schiller University in Jena.