@article{JuangSchwarzenthalMoffittetal.2021,
  author    = {Juang, Linda P. and Schwarzenthal, Miriam and Moffitt, Ursula Elinor and Vietze, Jana},
  title     = {"No, where are you really from?"},
  series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und P{\"a}dagogische Psychologie der Deutschen Gesellschaft f{\"u}r Psychologie (DGPs)},
  volume    = {53},
  journal   = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und P{\"a}dagogische Psychologie der Deutschen Gesellschaft f{\"u}r Psychologie (DGPs)},
  number    = {3-4},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0049-8637},
  doi       = {10.1026/0049-8637/a000242},
  pages     = {82 -- 93},
  year      = {2021},
  abstract  = {Being perceived as a foreigner regardless of one's generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9th graders from 17 high schools. The results showed that the scale demonstrates good reliability, scalar measurement invariance across gender and citizenship status, and partial scalar measurement invariance across family heritage, generational status, and cultural self-identification. Adolescents who scored higher on the scale also reported greater school behavioral disengagement, lower life satisfaction, and stronger ethnic identity. Our findings suggest that the scale is psychometrically sound and is linked in theoretically consistent ways to adjustment and ethnic identity. We conclude that this scale offers another way to capture subtle discrimination experiences that add to a more comprehensive understanding of discrimination and the related implications in Europe.},
  language  = {en}
}
@article{SiepmannBalzerHechtetal.1999,
  author    = {Siepmann, Gerda and Balzer, Hans-Ulrich and Hecht, Karl and Salzberg-Ludwig, Karin},
  title     = {A disturbance of the circadian thythm or natural activation/deactivation regulation? : a pilot study on a 8- year-old children},
  year      = {1999},
  language  = {en}
}
@article{Kulawiak2021,
  author    = {Kulawiak, Pawel R.},
  title     = {Academic benefits of wearing noise-cancelling headphones during class for typically developing students and students with special needs},
  series = {Cogent education},
  volume    = {8},
  journal   = {Cogent education},
  number    = {1},
  publisher = {Taylor \& Francis},
  address   = {Abingdon},
  issn      = {2331-186X},
  doi       = {10.1080/2331186X.2021.1957530},
  pages     = {21},
  year      = {2021},
  abstract  = {Classroom noise impairs students' cognition and learning. At a first glance, it seems useful to prevent the negative effects of noise on academic learning by wearing noise-cancelling (NC) headphones during class. The literature and guidelines emphasize the academic benefits of wearing NC headphones (decreased auditory distraction, increased concentration, learning improvement, and decreased distress). These benefits are particularly expected for students with special needs. None of the recommendations to wear NC headphones during class refer to any empirical studies, indicating a potential research gap and lack of evidence. Therefore, the question arises: Is there any empirical evidence supporting academic benefits of wearing NC headphones during class for typically developing students or students with special needs? A total of 13 empirical studies (quantitative and qualitative) were identified through a systematic scoping review of the existing literature. A wide range of outcomes (cognition, learning, academic performance, behaviour, and emotions) were reported related to the use of NC headphones. Most of the studies refer to specific groups of students with special needs (learning disabilities, autism, ADHD, etc.). In view of the limited number of studies, small sample sizes, and lack of replication studies, all studies give the impression of being pilot studies on the academic benefits of wearing NC headphones. The practice of wearing NC headphones during class is an understudied topic. The current body of evidence does not meet the standards for evidence-based practices in both general and special education. Implications for educational practice and future research are discussed.},
  language  = {en}
}
@article{KunyuSchachnerJuangetal.2021,
  author    = {Kunyu, David Khisoni and Schachner, Maja and Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e},
  title     = {Acculturation hassles and adjustment of adolescents of immigrant descent},
  series = {New directions for child and adolescent development},
  volume    = {177},
  journal   = {New directions for child and adolescent development},
  editor    = {Eckstein, K. and Crocetti, E.},
  publisher = {Hindawi Limited},
  address   = {London},
  issn      = {1534-8687},
  doi       = {10.1002/cad.20408},
  pages     = {101 -- 121},
  year      = {2021},
  abstract  = {Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51\% female, M-age = 12.4 years, SD = .73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self-determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal-)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well-being in the face of acculturation hassles.},
  language  = {en}
}
@book{MackowiakSchramm2016,
  author    = {Mackowiak, Katja and Schramm, Satyam Antonio},
  title     = {ADHS und Schule},
  editor    = {Grewe, Norbert and Scheithauer, Herbert and Schubarth, Wilfried},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-029994-8},
  pages     = {194},
  year      = {2016},
  abstract  = {Aufmerksamkeits- und Hyperaktivit{\"a}tsst{\"o}rungen (ADHS) z{\"a}hlen zu den h{\"a}ufigsten Verhaltensst{\"o}rungen des Kindes- und Jugendalters (ca. 5-7 \%). Neben Lern- und Leistungsschwierigkeiten kann dadurch vor allem die Interaktion mit Gleichaltrigen und Erwachsenen problematisch sein. Lehrkr{\"a}fte und Eltern sind somit beim Vorliegen einer ADHS besonders herausgefordert. Das Buch liefert auf der Grundlage klinisch-entwicklungspsychologischer und (sonder-)p{\"a}dagogischer Theorien sowie empirischer Befunde grundlegendes Wissen zur Symptomatik, Entstehung und Diagnostik von ADHS. Darauf aufbauend werden praktische Handlungsempfehlungen und evaluierte Maßnahmen im Umgang mit Kindern und Jugendlichen mit ADHS sowie Beratungsaufgaben im Kontext Schule vorgestellt. Das Ganze wird angereichert durch Fallbeispiele und Materialien (Checklisten, Beobachtungsb{\"o}gen usw.).},
  language  = {de}
}
@misc{FruehaufKaiserWinter1983,
  author    = {Fr{\"u}hauf, Theo and Kaiser, Herbert and Winter, Brigitte},
  title     = {Affektive Pers{\"o}nlichkeitsmerkmale, Schulleistung und Intelligenz bei F{\"o}rdersch{\"u}lern der Sonderschule f{\"u}r Lernbehinderte und Hauptsch{\"u}lern : eine vergleichende Untersuchung zur R{\"u}ckschulproblematik},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-59452},
  year      = {1983},
  abstract  = {In einer empirischen Querschnittsstudie mit exemplarischem Charakter werden R{\"u}cksch{\"u}ler (F{\"o}rdersch{\"u}ler) der Schule f{\"u}r Lernbehinderte (N = 26) und vier jahrgangsentsprechende Hauptschulgruppen (N = 98) in den Faktoren Erfolgs- und Mrßerfolgsattribuierung, Angst, Schulleistung und Intelligenz vergleichend untersucht. W{\"a}hrend im affektiven Bereich ein negatives Begabungsselbstkonzept und eine erh{\"o}hte Neigung zu {\"a}ngstlichem Verhalten bei den R{\"u}cksch{\"u}lern nachgewiesen wird, zeigen sich im Schulleistungsbereich g{\"u}nstigere Ergebnisse f{\"u}r die F{\"o}rdersch{\"u}ler der SfL. Die Intelligenzwerte der R{\"u}cksch{\"u}ler liegen deutlich unter denen der Hauptsch{\"u}ler. Die Ergebnisse werden hinsichtlich ihrer m{\"o}glichen Hintergr{\"u}nde und der Konsequenzen f{\"u}r die Schule f{\"u}r Lernbehinderte diskutiert.},
  language  = {de}
}
@misc{Goetze1998,
  author    = {Goetze, Herbert},
  title     = {Ahrbeck, B., Konflikt und Vermeidung, psychoanalytische {\"U}berlegungen zu aktuellen Erziehungsfragen; Neuwied, Luchterhand, 1997},
  year      = {1998},
  language  = {de}
}
@article{RomingerFinkWeissetal.2017,
  author    = {Rominger, Christian and Fink, Andreas and Weiss, Elisabeth M. and Bosch, Jannis and Papousek, Ilona},
  title     = {Allusive thinking (remote associations) and auditory top-down inhibition skills differentially predict creativity and positive schizotypy},
  series = {Cognitive neuropsychiatry},
  volume    = {22},
  journal   = {Cognitive neuropsychiatry},
  number    = {2},
  publisher = {Taylor \& Francis},
  address   = {Abingdon},
  issn      = {1354-6805},
  doi       = {10.1080/13546805.2016.1278361},
  pages     = {108 -- 121},
  year      = {2017},
  abstract  = {Introduction: Positive schizotypy and creativity seem to be linked. However, the question still remains why they are related, and what may make the difference? As creative ideation is hypothesised as a dual process (association and inhibition), the propensity for remote associations might be a shared mechanism. However, positive schizotypy and creative thinking might be differentially linked to inhibition. Therefore, this study investigated a potentially overlapping feature of positive schizotypy and creativity (remote associations) as well as a potential dissociative factor (auditory inhibition). Methods: From a large screening sample, 46 participants covering a broad range of positive schizotypy were selected. Association proneness was assessed via two association tasks, auditory inhibition skill with the forced-left condition of the Dichotic Listening Test, and creative thinking by means of two creative ideation tests. Results: Positive schizotypy and creative thinking were positively associated. Both traits were linked to lower rates of common associations. However, creative thinking was associated with higher and positive schizotypy with lower inhibitory control in the auditory domain. Conclusions: While creativity and positive schizotypy shared some variance (related to remote associations), profound inhibition skills may be vital for creative performance and may coincide with lower levels of positive schizotypy.},
  language  = {en}
}
@misc{Schmidtchen1978,
  author    = {Schmidtchen, Stefan},
  title     = {Analyse der Therapeut-Klient-Interaktion in der Kinderpsychotherapie},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-54506},
  year      = {1978},
  abstract  = {Im Rahmen einer Fallstudie wird versucht, das Mikrointeraktionsgeschehen zwischen Therapeut und Klient in der Kinderspieltherapie n{\"a}her zu beschreiben. Auf der Basis von 900 Interaktionseinheiten wird mit Hilfe einer Informationsanalyse die Kontingenz zwischen dem Therapeuten- und Klientenverhalten ermittelt. Sie gibt an, welche Verhaltensweisen in {\"u}berzuf{\"a}lliger Weise miteinander verkn{\"u}pft sind. Mit dieser Information ist es m{\"o}glich, den Einfluß des Therapeutenverhaltens auf das Klientenverhalten nachzuweisen.},
  language  = {de}
}
@article{Siepmann1999,
  author    = {Siepmann, Gerda},
  title     = {Anforderungen an die Sonderp{\"a}dagogik},
  year      = {1999},
  language  = {de}
}
@article{Martius1993,
  author    = {Martius, Wolfgang},
  title     = {Anforderungen an Fort- und Weiterbildungsmaßnahmen bei Sonderp{\"a}dagogen unter Ber{\"u}cksichtigung von Erkenntnissen des Lernens Erwachsener},
  year      = {1993},
  language  = {de}
}
@article{Lehmann1997,
  author    = {Lehmann, Waldemar},
  title     = {Aphasie, Dysarthrie},
  year      = {1997},
  language  = {de}
}
@article{Matthes2004,
  author    = {Matthes, Gerald},
  title     = {Arbeit mit fasslichen Lernaufgaben bei Kindern mit Lernst{\"o}rungen},
  year      = {2004},
  language  = {de}
}
@book{Matthes1995,
  author    = {Matthes, Gerald},
  title     = {Arbeitskreis Kooperation : Empfehlungen zu Kooperation von Grundschulen und F{\"o}rderschulen f{\"u}r Geistigbehinderte},
  publisher = {Arbeitskreis Kooperation im Land Brandenburg},
  address   = {Potsdam},
  pages     = {22 S.},
  year      = {1995},
  language  = {de}
}
@article{HoffmannWilbertLehoferetal.2020,
  author    = {Hoffmann, Lisa and Wilbert, J{\"u}rgen and Lehofer, Mike and Schwab, Susanne},
  title     = {Are we good friends?},
  series = {European Journal of Special Needs Education},
  volume    = {36},
  journal   = {European Journal of Special Needs Education},
  number    = {4},
  publisher = {Taylor \& Francis},
  address   = {London},
  pages     = {16},
  year      = {2020},
  abstract  = {Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN.},
  language  = {en}
}
@misc{HoffmannWilbertLehoferetal.2021,
  author    = {Hoffmann, Lisa and Wilbert, J{\"u}rgen and Lehofer, Mike and Schwab, Susanne},
  title     = {Are we good friends?},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {4},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-52535},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-525351},
  pages     = {18},
  year      = {2021},
  abstract  = {Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN.},
  language  = {en}
}
@article{Gruening1992,
  author    = {Gr{\"u}ning, Eberhard},
  title     = {Ausbildung und Gestaltung kooperativer T{\"a}tigkeit mit j{\"u}ngeren lernbehinderten Sch{\"u}lern},
  year      = {1992},
  language  = {de}
}
@article{Dobslaff1999,
  author    = {Dobslaff, Otto},
  title     = {Ausgew{\"a}hlte Methoden zur F{\"o}rderung verhaltensgest{\"o}rter Sch{\"u}ler mit Lese-Rechtschreib- Problemen},
  year      = {1999},
  language  = {de}
}
@article{Schmolinsky1996,
  author    = {Schmolinsky, Odette},
  title     = {Aussagen zur Sch{\"u}lerschaft in Lernbehindertenschulen : ausgew{\"a}hlte empirische Daten aus dem Land Brandenburg},
  year      = {1996},
  language  = {de}
}
@article{SiepmannSalzbergLudwig2006,
  author    = {Siepmann, Gerda and Salzberg-Ludwig, Karin},
  title     = {Bedeutung von Rhythmus und Struktur f{\"u}r die Schul- und Unterrichtsgestaltung},
  isbn      = {978-3-407-62544-1},
  year      = {2006},
  abstract  = {In diesem Beitrag setzen sich die Autorinnen mit dem Zusammenhang von chronobiologsichen Rhythmen und der Gestalung eines gesunden Schulallteags auseinander.},
  language  = {de}
}
@article{Matthes1999,
  author    = {Matthes, Gerald},
  title     = {Bed{\"u}rfnisse als Grundlage p{\"a}dagogisch-psychologischer Prozess-Skalen : die "alte" F{\"o}rderdiagnostik und neue Erkenntnisse der Psychologie},
  year      = {1999},
  language  = {de}
}
@misc{Greve1979,
  author    = {Greve, J{\"o}rn},
  title     = {Begrenzende Faktoren sozialer Integration und Pr{\"a}vention sekund{\"a}rer Neurotisierung bei Behinderten},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-59375},
  year      = {1979},
  abstract  = {1. Einf{\"u}hrung 2. Regulation der Innenfaktoren (Fr{\"u}htherapie) 3. Die Außenfaktoren (Sozialfaktoren des engeren Rahmens) 4. Die Innen-Außenfaktor-Relationen (Sozialfaktoren des weiteren Rahmens) 5. Die aktuelle Situation Literatur},
  language  = {de}
}
@misc{Kane1979,
  author    = {Kane, John F.},
  title     = {Behandlung schwerer Verhaltensst{\"o}rungen bei geistig Behinderten : Literatur{\"u}bersicht},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-59317},
  year      = {1979},
  abstract  = {In der Literatur{\"u}bersicht werden vier verhaltenstherapeutische Programme zur Behandlung schwerer Verhaltensst{\"o}rungen wie Aggressionen, Selbstverletzung und exzessiven Stereotypien besprochen: L{\"o}schung, Ausschluß, Korrekturverfahren und Wutreduktion. Jedes Verfahren wird zun{\"a}chst in seinen Grundkomponenten beschrieben. Dann wird die aus der Literatur erkennbare Effektivit{\"a}t besprochen und zwar f{\"u}r drei Bereiche: 1. die Beeinflussung des Problems in der therapeutischen Situation; 2. die Bedeutung der Behandlung f{\"u}r die Alltagssituation; 3. das Auftreten positiver oder negativer Ver{\"a}nderungen in anderen Verhaltensbereichen w{\"a}hrend der Therapie. Ein Vergleich der vier Therapien zeigt, daß noch wenig dar{\"u}ber bekannt ist, welche Therapiekomponenten in einzelnen Programmen wirksam sind und welche Therapieform am ehesten f{\"u}r spezifische Patienten geeignet ist. Abschließend wird diskutiert, wie eine gr{\"u}ndlichere Dokumentation zur Kl{\"a}rung dieser Fragen beitragen k{\"o}nnte.},
  language  = {de}
}
@article{DonatKniggeDalbert2017,
  author    = {Donat, Matthias and Knigge, Michel and Dalbert, Claudia},
  title     = {Being a good or a just teacher},
  series = {Aggressive behavior : a multidisciplinary journal devoted to the experimental and observational analysis of conflict in humans and animals},
  volume    = {44},
  journal   = {Aggressive behavior : a multidisciplinary journal devoted to the experimental and observational analysis of conflict in humans and animals},
  number    = {1},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0096-140X},
  doi       = {10.1002/ab.21721},
  pages     = {29 -- 39},
  year      = {2017},
  abstract  = {In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students' bullying behavior and their personal belief in a just world (BJW). We considered students' personal experience of teacher justice as a possible mediator in this relation and investigated whether the students' experiences of their teachers' classroom management explained bullying behavior in addition to personal BJW and teacher justice, while statistically controlling for sex and school type. In both studies, multilevel modeling results showed that the more students endorsed personal BJW and the more they evaluated their teachers' behavior toward them personally as being just, the less likely they were to report that they bullied others. The students' personal experience of teacher justice mediated the association of personal BJW with bullying. Furthermore, the students' personal experience of classroom management significantly predicted bullying in addition to personal BJW and teacher justice. The observed relations were mainly significant at the individual level. The pattern of results persisted when we controlled for school type and when we considered student sex as a moderator. We discussed the adaptive functions of BJW and implications for future school research and practice.},
  language  = {en}
}
@article{Gruening2001,
  author    = {Gr{\"u}ning, Eberhard},
  title     = {Belastungen und Beanspruchungen in der Lebenswelt von Sch{\"u}lern mit geistiger Behinderung in Deutschland},
  isbn      = {83-88317- 35-0},
  year      = {2001},
  abstract  = {Ausgew{\"a}hlte Merkmale kennzeichnen den Prozess der Normalisierung von Lebensprozessen von Sch{\"u}lern mit geistiger Behinderung im Osten Deutschlands - zehn Jahre nach den gesellschaftlichen Ver{\"a}nderungen. Ver{\"a}nderte Anfordereungen an sonderp{\"a}dagogische F{\"o}rderung werden beschrieben.},
  language  = {de}
}
@article{SalzbergLudwigSiepmann2001,
  author    = {Salzberg-Ludwig, Karin and Siepmann, Gerda},
  title     = {Belastungserleben von behinderten und nichtbehinderten Sch{\"u}lerinnen und Sch{\"u}lern},
  year      = {2001},
  abstract  = {In diesem Beitrag wird exemplarisch dargestellt, dass der derzeit in der P{\"a}dagogik und Sonderp{\"a}dagogik praktizierte diagnostische Ansatz zunehmend mehr an Grenzen st{\"o}ßt, weil der Zeitfaktor im Sinne von chronobiologischen Rhythmen in der Datenerhebung weitestgehend außer acht gelassen wird. Mittels psychologischer und physiologischer Parameter werden in diesem Beitrag Aussagen zur Qualit{\"a}t der Selbstregulation und zum individuellen Belastungserleben bei behinderten und nichtbehinderten Kindern getroffen. Damit soll ein Beitrag zur Erh{\"o}hung der Objektivit{\"a}t in der Datensammlung und -interpretation geleistet werden.},
  language  = {de}
}
@misc{SiepmannSalzbergLudwigHeier2002,
  author    = {Siepmann, Gerda and Salzberg-Ludwig, Karin and Heier, Anica},
  title     = {Belastungserleben von Schulkindern},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-6464},
  year      = {2002},
  abstract  = {Im Rahmen eines Forschungsprojekts zur Belastung und Beanspruchung von Kindern und Jugendlichen f{\"u}hrten die Autorinnen Untersuchungen zur Entspannungsf{\"a}higkeit von nicht behinderten und behinderten Sch{\"u}lerinnen und Sch{\"u}lern durch. Die F{\"a}higkeit zur Entspannung wird als wichtige Voraussetzung f{\"u}r die Entwicklung von Leiszungsf{\"a}higkeit, Wohlbefinden und Gesundheit angesehen. Zugleich wird davon ausgegangen, dass es einen unmittelbaren Zusammenhang zwischen psychosomatischen Auff{\"a}lligkeiten und dem biologisch verankerten Reaktionsmuster Entspannung gibt. In drei unterschiedlichen Versuchsgruppen werden dazu physiologische Parameter mittels Blutdruck- und Hautwiderstandsmessungen erhoben. Die Untersuchungsergebnisse lassen Schlussfolgerungen f{\"u}r eine ver{\"a}nderte Unterrichts- und Lernprozessgestaltung zu.},
  language  = {de}
}
@misc{SiepmannSalzbergLudwigHeier2004,
  author    = {Siepmann, Gerda and Salzberg-Ludwig, Karin and Heier, Anica},
  title     = {Belastungserleben von Schulkindern},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-6455},
  year      = {2004},
  abstract  = {In vergleichenden Untersuchungen zum Belastungserleben von Schulkindern wird dargestellt, welche Einsch{\"a}tzungen nicht behinderte und lernbehinderte Sch{\"u}lerinnen und Sch{\"u}ler bez{\"u}glich ihrer Belastung in schulischen und außer- schulischen Situationen vornehmen. In einem Gruppenvergleich wird herausgearbeitet, inwieweit gemeinsamer Unterricht in einer Allgemeinen Schule vs. dem Unterricht in einer Sonderschule zu Angst- und Stresserleben f{\"u}hrt. Diese subjektiv bewussten Einsch{\"a}tzungen der Sch{\"u}lerinnen und Sch{\"u}ler werden mit Ergebnissen aus physiologischen Messungen verglichen, die im Heft 12/ 2002 dieser Zeitschrift dargestellt wurden.},
  language  = {de}
}
@article{Siepmann2000,
  author    = {Siepmann, Gerda},
  title     = {Belastungsfaktoren lernbehinderter Sch{\"u}lerinnen und Sch{\"u}ler im Land Brandenburg und Schlussfolgerungen f{\"u}r eine vorschulische F{\"o}rderung},
  isbn      = {3-631-36582-9},
  year      = {2000},
  language  = {de}
}
@article{VietzeSchwarzenthalMoffittetal.2022,
  author    = {Vietze, Jana and Schwarzenthal, Miriam and Moffitt, Ursula and Civitillo, Sauro},
  title     = {Beyond 'migrant background': how to select relevant, social justice oriented, and feasible social categories in educational research},
  series = {European journal of psychology of education},
  volume    = {38},
  journal   = {European journal of psychology of education},
  number    = {1},
  publisher = {Springer},
  address   = {New York},
  issn      = {0256-2928},
  doi       = {10.1007/s10212-022-00611-2},
  pages     = {389 -- 408},
  year      = {2022},
  abstract  = {Across continental Europe, educational research samples are often divided by 'migrant background', a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging. This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psychological and educational research. Using a preregistered empirical example, we first compare selected social categories ('migrant background', family heritage, religion, citizenship, cultural identification, and generation status) in their potential to reveal participant heterogeneity. Second, we investigate differences in means and relations between variables (discrimination experiences, perceived societal Islamophobia, and national identity) and academic motivation among 1335 adolescents in Germany (48\% female, M-age = 14.69). Regression analyses and multigroup SEM revealed differential experiences with and implications of discrimination for academic motivation. Results highlight the need for a deliberate, transparent use of social categories to make discrimination visible and centre participants' subjective experiences.},
  language  = {en}
}
@article{OPUS4-11887,
  title     = {Bibliographie von Joachim Lompscher},
  isbn      = {3-86541-156-8},
  year      = {2006},
  language  = {de}
}
@article{MatthesHofmannEmmer2001,
  author    = {Matthes, Gerald and Hofmann, Birgit and Emmer, Andrea},
  title     = {Brauchen wir ein spezielles Training zur F{\"o}rderung des Lernverhaltens?},
  year      = {2001},
  language  = {de}
}
@misc{CivitilloJuangSchachner2018,
  author    = {Civitillo, Sauro and Juang, Linda P. and Schachner, Maja Katharina},
  title     = {Challenging beliefs about cultural diversity in education},
  series = {Educational Research Review},
  volume    = {24},
  journal   = {Educational Research Review},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {1747-938X},
  doi       = {10.1016/j.edurev.2018.01.003},
  pages     = {67 -- 83},
  year      = {2018},
  abstract  = {Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Research is needed to understand how teacher training contributes to shaping pre-service teachers' beliefs about cultural diversity. Accordingly, the purpose of this review is to 1) provide a description of main components and contextual characteristics of teacher trainings targeting cultural diversity beliefs, 2) report the training effects, and 3) detail the methodological strengths and weaknesses of these studies. A total of 36 studies published between 2005 and 2015 that used a longitudinal assessment of cultural diversity beliefs were reviewed. The collective results of these studies indicate a large variance amongst trainings, with experiential learning shifting cultural diversity beliefs positively. However, existing studies have significant limitations in the study design and training evaluation that hinder their conclusions regarding internal and external validity and point towards new directions for future research.},
  language  = {en}
}
@misc{SiepmannSalzbergLudwig2001,
  author    = {Siepmann, Gerda and Salzberg-Ludwig, Karin},
  title     = {Chrono-psycho-biologische Rhythmik im Tagesverlauf behinderter und nichtbehinderter Sch{\"u}lerinnen und Sch{\"u}ler},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-6444},
  year      = {2001},
  abstract  = {Biologische Zeitstrukturen spielen im Tagesrhythmus eines jeden Menschen eine große Rolle und beeinflussen die Leistungsf{\"a}higkeit maßgeblich. In diesem Beitrag, der Teilergebnis einer Pilotstudie ist, wird dargestellt, wie mit Hilfe von Messungen des Hautwiderstandes dragestellt werden kann, in welchem Beanspruchungszustand lernbehinderte und nicht behinderte Grundschulkinder w{\"a}hrend eines Tages sind.},
  language  = {de}
}
@article{HechtBalzerSalzbergLudwigetal.2000,
  author    = {Hecht, Karl and Balzer, Hans-Ulrich and Salzberg-Ludwig, Karin and Bossenz, Petra},
  title     = {Chronobiologische Regulationsdiagnostik zur objektiven Verifizierung des emotionellen Gesundheitszustandes bei der Fr{\"u}hf{\"o}rderung im normal- und sonderp{\"a}dagogischen Vorschulbereich},
  year      = {2000},
  language  = {de}
}
@book{DegenhardtKalina1994,
  author    = {Degenhardt, Sven and Kalina, Ulrich},
  title     = {Computereinsatz bei blinden und sehbehinderten Sch{\"u}lern},
  series = {Potsdamer Studientexte : Sonderp{\"a}dagogik},
  volume    = {4},
  journal   = {Potsdamer Studientexte : Sonderp{\"a}dagogik},
  address   = {Potsdam},
  pages     = {IV, 146 S. : Ill.},
  year      = {1994},
  language  = {de}
}
@article{LenkeitSchwippertKnigge2018,
  author    = {Lenkeit, Jenny and Schwippert, Knut and Knigge, Michel},
  title     = {Configurations of multiple disparities in reading performance},
  series = {Assessment in education : principles, policy \& practice},
  volume    = {25},
  journal   = {Assessment in education : principles, policy \& practice},
  number    = {1},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0969-594X},
  doi       = {10.1080/0969594X.2017.1309352},
  pages     = {52 -- 86},
  year      = {2018},
  abstract  = {Research provides evidence that gender, immigrant background and socio-economic characteristics present multiple disadvantaging characteristics that change their relative importance and configurations over time. When evaluating inequalities researchers tend to focus on one particular aspect and often use composite measures when evaluating socio-economic characteristics. Neither can fully represent the complexity of students' various disadvantaging characteristics, which have autonomous associations with attainment and with each other. This paper investigates how the relative importance and configurations of different disadvantaging factors have changed over time to form educational inequalities and how these changes differ across countries. Data from five PISA cycles (2000-2012) for France, Germany, Sweden and the United Kingdom are used and configurations of gender, immigration background, parents' occupational and educational levels, and the number of books at home evaluated. Results enable us to relate changes (or lack thereof) in configurations of disadvantaging factors to recent reforms targeted at reducing educational inequality after the first PISA results.},
  language  = {en}
}
@article{AralSchachnerJuangetal.2022,
  author    = {Aral, Tuğ{\c{c}}e and Schachner, Maja K. and Juang, Linda P. and Schwarzenthal, Miriam},
  title     = {Cultural diversity approaches in schools and adolescents' willingness to support refugee youth},
  series = {British journal of educational psychology / British Psychological Society},
  volume    = {92},
  journal   = {British journal of educational psychology / British Psychological Society},
  number    = {2},
  publisher = {Wiley-Blackwell},
  address   = {Oxford},
  issn      = {0007-0998},
  doi       = {10.1111/bjep.12458},
  pages     = {772 -- 799},
  year      = {2022},
  abstract  = {Background Culturally diverse schools contribute to adolescents' intergroup relations. Complex and inclusive social identities are mechanisms that can explain the link between structural school cultural diversity (i.e., proportion of students of immigrant descent and the number of different ethnic groups) and positive intergroup relations. We expected that similar mechanisms might be at play linking cultural diversity approaches in schools with adolescents' intergroup relations. Aim We examined the link between two sub-dimensions of cultural diversity approaches (i.e., equal treatment; heritage and intercultural learning) and adolescents' prosocial intentions and behaviour towards refugee youth. Then, we explored the mediating role of identity inclusiveness (i.e., perceived similarity of the self with others). Sample and methods We sampled culturally diverse eighth grade adolescents from 54 classrooms in Berlin (N = 503, M-age = 13.76 years, 50.6\% female). Surveys measured perceived cultural diversity norms, adolescents' perceived identity inclusiveness with refugee youth, prosocial intentions to support refugee youth, and willingness to donate to a project for refugee youth. Results Multilevel models revealed that adolescents' perception of heritage and intercultural learning predicted adolescents' prosocial intentions towards refugee youth, but not their willingness to donate. Equal treatment was not a significant predictor of adolescents' prosocial intentions towards refugee youth, or their willingness to donate. Identity inclusiveness did not mediate the relation between cultural diversity approaches and prosocial intentions. However, identity inclusiveness did positively relate adolescents' prosocial intentions and willingness to donate. Conclusions We conclude that culturally diverse schools that engage in heritage and intercultural learning might help to promote positive relations between local and refugee youth in schools and society. Fostering inclusive identities may enhance local adolescent's prosocial intention and behaviour.},
  language  = {en}
}
@article{GoetzeSchlosserJulius1997,
  author    = {Goetze, Herbert and Schlosser, Ralf W. and Julius, Henri},
  title     = {Das adaptierte alternierende Behandlungsdesign : "Adapated Alternating Treatments Design" - AATD ; Grundlagen und Einsatzm{\"o}glichkeiten},
  year      = {1997},
  language  = {de}
}
@book{SalzbergLudwig1998,
  author    = {Salzberg-Ludwig, Karin},
  title     = {Das Hilfschulwesen im Wandel der Zeit : Teil 1},
  series = {Potsdamer Studientexte : Sonderp{\"a}dagogik},
  volume    = {20},
  journal   = {Potsdamer Studientexte : Sonderp{\"a}dagogik},
  publisher = {Univ.},
  address   = {Potsdam},
  issn      = {0945-7968},
  pages     = {129 S.},
  year      = {1998},
  language  = {de}
}
@book{SalzbergLudwig1998,
  author    = {Salzberg-Ludwig, Karin},
  title     = {Das Hilfschulwesen im Wandel der Zeit : Teil 2 Reader},
  series = {Potsdamer Studientexte : Sonderp{\"a}dagogik},
  volume    = {20},
  journal   = {Potsdamer Studientexte : Sonderp{\"a}dagogik},
  publisher = {Univ.},
  address   = {Potsdam},
  issn      = {0945-7968},
  pages     = {125 S.},
  year      = {1998},
  language  = {de}
}
@article{Goetze1997,
  author    = {Goetze, Herbert},
  title     = {Das Inventar zum sozial-emotionalen Lernen : Insel ; Begr{\"u}ndungszusammenh{\"a}nge, Aufbau und Erprobung},
  year      = {1997},
  language  = {de}
}
@article{Dobslaff1998,
  author    = {Dobslaff, Otto},
  title     = {Das Rett-Syndrom : eine sonderp{\"a}dagogische Herausforderung},
  year      = {1998},
  language  = {de}
}
@misc{Buechel1977,
  author    = {B{\"u}chel, Fredi},
  title     = {Das Reversal-Shift-Paradigma bei geistigbehinderten Kindern},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-54091},
  year      = {1977},
  abstract  = {In einem ersten Kapitel wird versucht, die experimentellen Arbeiten zur Geistigbehinderten-Psychologie, deren Fragestellung kognitiver Art ist, vier Hauptzielrichtungen zuzuordnen. Der Verfasser f{\"u}hlt sich einer Defekt-Position verpflichtet. In den vorliegenden Untersuchungen wird auf das Reversal-Shift-Paradigma von Kendler und Mitarbeitern zur{\"u}ckgegriffen, da vermutet wird, daß das von verschiedenen Autoren erw{\"a}hnte Produktionsdefizit bei Geistigbehinderten nicht zuletzt eine Funktion der Komplexit{\"a}t des Stimulus-Materials sein k{\"o}nnte. Dieses Paradigma kommt mit zweidimensionalem Stimulus-Material aus und ist auch bei geringem Instruktionsverst{\"a}ndnis durchf{\"u}hrbar. 30 geistigbehinderte Vpn wurden sowohl mit einem Reversal- Shift (Umlernen auf der gleichen Dimension) als auch mit einem Nonreversal-Shift (Umlernen auf eine andere Dimension) behandelt. Beim Reversal-Shift zeigten sich bessere Leistungen. Die Ergebnisse werden in einem Drei-Phasen-Modell diskutiert.},
  language  = {de}
}
@book{Dobslaff1998,
  author    = {Dobslaff, Otto},
  title     = {Das Schattenlesen : eine verhaltenstherapeutisch orientierte Lese{\"u}bungsmethode},
  series = {Potsdamer Studientexte : Sonderp{\"a}dagogik},
  volume    = {14},
  journal   = {Potsdamer Studientexte : Sonderp{\"a}dagogik},
  publisher = {Univ. Potsdam},
  address   = {Potsdam},
  issn      = {0945-7968},
  pages     = {61 S., [ca. 100] Bl.},
  year      = {1998},
  language  = {de}
}
@book{Neumann1995,
  author    = {Neumann, Lonny},
  title     = {Der andere Lehrer : reformp{\"a}dagogische Bestrebungen im Umfeld der Entschiedenen Schulreformer und ihre Nachwirkungen, auch auf die Erziehung behinderter und benachteiligter Sch{\"u}ler},
  series = {Potsdamer Studientexte : Sonderp{\"a}dagogik},
  volume    = {10},
  journal   = {Potsdamer Studientexte : Sonderp{\"a}dagogik},
  address   = {Potsdam},
  pages     = {71 S.},
  year      = {1995},
  language  = {de}
}
@misc{Joksch1977,
  author    = {Joksch, Adolf},
  title     = {Der Einfluß des soziokulturellen Status der Eltern auf die Berufsbew{\"a}hrung cerebralgesch{\"a}digter debiler Jugendlicher : Teil I ; Planung und Durchf{\"u}hrung der Untersuchung},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-54113},
  year      = {1977},
  abstract  = {F{\"u}r die Entwicklung des geistig behinderten Kindes sind Umwelteinfl{\"u}sse ebenso bedeutend wie f{\"u}r das unbehinderte. Verschiedene exogene Faktoren, wie die Diskrepanz zwischen den Erwartungen der Eltern und den Leistungen des geistig behinderten Kindes, sind in der Oberschicht st{\"a}rker ausgepr{\"a}gt als in der Unterschicht. Daher ergab sich f{\"u}r die Untersuchung die Frage, ob den Kindern der Oberschicht bez{\"u}glich ihrer Berufsbew{\"a}hrung eine g{\"u}nstigere Prognose zu stellen ist, vielleicht deshalb, weil ihre Eltern das Problem, ein behindertes Kind zu haben, leichter rationalisieren k{\"o}nnen.},
  language  = {de}
}
@article{SalzbergLudwigSiepmannBossenz1999,
  author    = {Salzberg-Ludwig, Karin and Siepmann, Gerda and Bossenz, Petra},
  title     = {Der Einsatz chronopsychobiologischer Regulationsdiagnostik im sonderp{\"a}dagogischen Kontext},
  year      = {1999},
  language  = {de}
}
@article{GoetzeKuhlmann1997,
  author    = {Goetze, Herbert and Kuhlmann, Dieter},
  title     = {Der kognitive, soziale und physische Leistungsstatus von Problem-Jugendlichen an einem Berufsbildungswerk},
  year      = {1997},
  language  = {de}
}
@article{Gruening1999,
  author    = {Gruening, Eberhard},
  title     = {Der Lerngegenstand von Grundschulkindern und Kindern mit geistiger Behinderung im gemeinsamen Unterricht},
  isbn      = {3-89685-712-6},
  year      = {1999},
  language  = {de}
}