Research Programme
Research Programme
The aim of this doctoral programme is to investigate the development, education and participation of children with special educational needs and multiple risk burdens. Across different areas of special needs education questions will be addressed, focusing on children and adolescents at high risk for negative academic and psychosocial trajectories, including school absenteeism and dropout. These studies of the development, education, and participation of children with special educational needs and multiple risk burdens is based on an ecosystemic-oriented approach, guided by the WHO's International Classification of Functioning, Disability and Health (ICF), within the field of special and inclusive education. The interplay of various developmental domains, further influenced by factors in the individual's meso-, exo-, and macrosystems, will be explained through developmental psychopathological cascade models. This will enable the identification and description of special educational support needs to counteract/mitigate risks associated with negative academic and psychosocial trajectories, including school absenteeism and dropout.
Bullying inclusive?!
Multiple risk burdens in the inclusive education system: bullying in the context of risk and protective factors
The incidence of bullying is steadily increasing in German schools (Böhmer & Steffgen, 2020). International studies show that pupils with special educational needs in learning and/or social-emotional development are significantly more likely to be involved in bullying processes as victims or perpetrators than pupils without support needs (Huber, 2012; Rose & Gage, 2017). In addition to the various psychosocial consequences for victims and perpetrators, the negative effects on academic performance are particularly difficult (Wolke & Lereya, 2015).
There has been little research into bullying in the context of inclusive schooling at a national level to date (Bilz et al., 2018). The planned approach will examine this significant research gap in greater depth. The overarching question "Which personal, social and school factors suggest bullying in the inclusive education system?" will be investigated. Based on this, in addition to the prevalences, discrepancies between self and peer nominations (Wolke et al., 2019) in the context of academic performance and special educational support needs will be investigated. A groundbreaking differentiation between the roles and forms within bullying will be explored in the context of school and year group forms. According to the protection and risk factor model (e.g. Gutzwiller & Paccaud, 2011), personal and social resources are used and examined in connection with bullying in order to develop preventive and interventive programmes.
With the help of evidence-based survey instruments, pupils at lower secondary level in Lower Saxony and North Rhine-Westphalia are asked about their situation in class using an online questionnaire. The cross-sectional data will be analysed using descriptive statistics, mean value comparisons and regression analyses.
Participating scientists: Blanka Hartmann, Clemens Hillenbrand and Moritz Börnert-Ringleb (University of Hanover)
Research fellow: Anika Conring
Motives, causes, life situations and multiple burdens in the case of absenteeism among pupils with special educational needs
Research to date has identified a wide range of factors that influence school absenteeism. The findings are very diverse and point to various factors (such as personality, health, family circumstances, peer relationships, migration background), which differ greatly depending on the type of school and regional context (Ricking & Dunkake, 2017; Hagen, Spilles & Hennemann, 2017; Speck & Olk 2012; Ricking, Schulze & Wittrock, 2009; Weiß, 2007). Although recent studies have shown that absenteeism is significantly higher among pupils with special needs in linguistic, emotional-social or physical-motor development and among lower secondary school pupils compared to other types of school, there are far fewer findings on the conditions and causes for German-speaking countries.
The dissertation project investigates the prevalence and underlying causes that lead to increased school absenteeism among pupils with special educational needs. Based on the PPCT model (Bronfenbrenner/Morris 1990; Feldhaus 2015) and the person-environment analysis (Schulze 2002), the individual life situations and the surrounding context factors as well as the resulting interactions are analysed.
The survey design focuses on a quantitative approach, which will be supplemented by qualitative analyses.
Researchers involved: Michael Feldhaus, Karsten Speck, Heinrich Ricking, Ulla Licandro, Gisela Schulze
Research fellow: Meike Rau
Comorbidity of physical impairments and emotional and social needs in schools
The project examines the emotionality and behavior of children and adolescents with physical impairment from a bio-psycho-social perspective.
In context of physical impairment, psychological risk burdens are often caused by social interaction processes: With regard to students with physical impairments, caregivers may react to the unfamiliar appearance or unanticipated behaviors with uncertainty. This can lead to problems such as social isolation and behavioral problems (Leyendecker, 2004).
The aim of the planned study is to determine the prevalence of psychosocial risk burdens among children and adolecents with special educational needs in the area of physical development. In addition, effects of their participation in school-settings will be recorded. Based on a differentiated survey of the population and their school participation, prevention measures for children and adolescents with combined impairments of physical and emotional-social development will be derived.
Sample: children and adolescents with a physical impairment
Quantitative study design: non-experimental cross-sectional study
Participating researchers: Prof. Dr. Annett Thiele, Prof. Dr. Clemens Hillenbrand, Prof. Dr. Blanka Hartmann
Research fellow: Carolyn Lübbehusen
Developmental Language Disorders and Additional Impairments in the Areas of Social-Emotional and Motor Development. Acquisition of Forms and Manifestations as well as Impacts on Participation
Language is of central importance for children's school success, their coping with life and their participation (Chilla, 2017). Children with impairments in language acquisition without causal disorders in other developmental areas have developmental language disorders (DLD) (previously known as SLI) (Spreer et al., 2015). With an estimated prevalence of 5-8%, DLD is one of the most common neurodevelopmental disorders in childhood (von Suchodoletz, 2014). In addition, there are often accompanying impairments in non-linguistic areas. For example, there are close correlations in the development of language and social-emotional skills (Yew & O'Kearney, 2013). Also, impairments in gross and fine motor skills occur frequently in children with DLD (Sanjeevan et al., 2015). The co-occurrence of developmental problems in these areas are accompanied by barriers to participation. However, research shows that the areas are rarely considered together. If at all, only two out of three combinations are investigated and there is a lack of data on combined impairments in primary school aged children with DLD. Therefore, the PhD project pursues the goal of collecting possible forms and manifestations of social-emotional and motor skills in children with DLD using standardized test procedures. Furthermore, barriers and support possibilities for the participation of children with DLD are collected by asking parents. The project enables a clearer understanding of combined impairments in children with DLD, which is practically important in order to intervene and advice purposefully and to strengthen possibilities for participation.
Participating researchers: Prof. Dr. Ulla Licandro, Prof. Dr. Karsten Speck, Prof. Dr. Annett Thiele, Prof. Dr. Anna-Maria Hintz
Research fellow: Katharina Kuhlmann
School Absenteeism among students on the Autism Spectrum
The dissertation project deals with reasons for the different forms of absenteeism in the inclusive school system among autistic students without intellectual impairment. In order to adequately and systematically map the current state of research, a systematic review of factors influencing school absenteeism among children with autism spectrum disorder (ASD) will be conducted.
Since there is an international research gap regarding the reasons influencing factors of school absenteeism in this group, a hypothesis-generating inductive approach is chosen in a next step and a qualitative study is conducted.
In order to involve the autistic children and adolescents in the discourse about them, the students themselves will be asked about their absenteeism through a problem-centered interview (Witzel & Reiter, 2022). This will focus on reasons and causes as well as possible precipitating and maintaining factors and the development of school absenteeism over time.
In addition, a quantitative survey using short questionnaires is in preparation. Here, the frequency of school absences among autistic students will be recorded purely descriptively by asking teachers, parents or therapists.
Participating researchers: Teresa Sansour, Tanja Jungmann, Andrea Erdélyi, Ute Koglin
Research fellow: Isabella Sasso
Cooperation of teachers, professionals and parents in reducing absenteeism of children with special educational needs
Multi-professional cooperation of different professional cultures and collaboration with parents has gained importance in the course of all-day and inclusive education (Hopmann & Lütje-Klose 2018; Speck 202; Hopmann et al. 2017; Kielblock Gaiser & Stecher 2017; Lütje-Klose 2014; Lütje-Klose & Urban 2014; Arndt & Gieschen 2013; Olk et al. 2011). However, a differentiated analysis of the complex cooperation structure among students with special educational needs is still missing. This is particularly relevant for students with special needs who are no longer in school.
Therefore, the dissertation project focuses on the analysis of a) the multiprofessional cooperation of teachers and professionals as well as b) the cooperation of teachers and professionals with parents of school-absent students with special needs in the areas of emotional-social development and learning. The qualitative dissertation project aims to conduct qualitative case studies and to analyze case-related triads (1. students, 2. parents, 3. teachers and professionals). The analysis is guided by approaches based on cooperation and professional theories. Case studies are collected and analyzed using person-environment analysis in combination with problem-centered interviews (Witzel, 1982) and grounded theory (Strauss & Corbin 1996). The dissertation project will provide insights and recommendations on multiprofessional cooperation and on the cooperation of teachers and professionals with parents.
Participating researchers: Karsten Speck, Heiner Ricking, Ulla Licandro, Gisela Schulze, Michael Feldhaus
Research Fellow: Lara Stauvermann
"Inclusion of pupils with a need for special educational support in the area of emotional and social development with special consideration of (multi-professional) co-operation"
This research focuses on analysing the co-operation between teachers and other professions in the inclusive education of pupils with emotional and social development needs at lower secondary level.
Numerous studies and articles emphasise that the inclusive schooling of pupils with emotional and social development needs is perceived as particularly challenging by teachers (Dyson, 2010, 121; Schöler, 2009, 160; Ricking et.al, 2021, 9; Methner & Popp, 2017, 273; Forlin & Chambers, 2011, 23; Hillenbrand 2008, 216 ff.). However, the pupils affected also have great difficulty coping with the demands placed on them (Ricking et al., 2021, 9).
In light of the high and increasing prevalence of pupils with an emotional and social development focus in inclusive education and the associated challenges and negative effects, the topic is also of particular importance from a scientific and educational policy perspective. Further findings on inclusive schooling at different types of schools for pupils with a need for special educational support in the area of emotional and social development as well as the (multi-professional) co-operation of teachers and specialists with regard to the aforementioned focus of support are therefore essential.
The aim of the research project is to gain insights and recommendations for the co-operation of subjects and teachers in the area of emotional and social development in order to promote better school participation in an inclusive setting. The analysis focuses on the school types secondary school, integrated comprehensive school and grammar school as well as various professions (teachers, special needs teachers, people at the organisational level and school social work).
In the dissertation project, co-operation with project 2 is planned.
Researchers involved:
Heinke Röbken, Manfred Wittrock & Karsten Speck
Fellow: Vivian Meyer
Assessment of social-emotional competencies of adolescents
Social-emotional competencies are crucial for children and youth to successfully cope with challenges while growing up. Especially adolescence is considered a critical phase as it is marked by various challenges for individuals’ development. Social-emotional competencies are an important resource to successfully cope with these challenges as they support self-regulation, goal-oriented behavior, and the maintenance of positive relationships with parents and peers, for example. This in turn is associated with positive short- and long-term outcomes like academic and professional success.
While the importance of these competencies in the adolescent development is widely acknowledged, academic research is lacking a holistic assessment tool that covers the entire construct rather than one-dimensional aspects.Therefore, this project aims to construct a psychometric assessment tool for social-emotional competencies of adolescents in German language which can be used in school settings. In the context of the inclusive school system this is of particular relevance as it allows to measure social-emotional competencies in a differentiated manner and to support individuals’ development in this regard.
Participating researchers: Ute von Düring, Dietmar Grube & Ulrike Krause
Research Fellow: Anne-Marie Brüggemann