Publications
2025
Kluge-Brück, J., Casale, G., & Grosche, M. (2026). Retaining or blurring special education? Teachers’ perspectives on their responsibilities for behavioural support in inclusive schools. European Journal of Special Needs Education, 41 (4), 1–18. https://doi.org/10.1080/08856257.2025.2573254
Gresch, C., Lufter, K., Kluge-Brück, J. & Labsch, A. (2026). Inclusive science communication: the case of a nationwide longitudinal study. Empirical Inclusion Research for Practice, 11(1), 1–8. https://doi.org/10.25932/publishup-70409
Kluge, J., Quante, A., Schledjewski, J., Schnepel, S. & Grosche, M. (2025). Which individual and school-related characteristics support the co-constructive cooperation between mainstream and special education teachers in inclusive lower secondary schools? In C. Gresch, M. Schmitt, M. Grosche, K. Böhme, A. Labsch & L. Külker (Eds.), Edition ZfE: Vol. 19. Inclusion in lower secondary education in Germany. Success factors and challenges (pp. 35–68). doi.org/10.1007/978-3-658-48603-7_2
Kluge, J., Korman, B. A., Schledjewski, J. & Grosche, M. (2025). Measuring co-constructive collaboration between general and special education teachers in inclusive schools—development and validation of two short questionnaires. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1535727
2024
Kluge, J., Zurbriggen, C., Schledjewski, J. & Grosche, M. (2024). On generalists and specialists – What types of task division can be identified between mainstream and special education teachers in inclusive lower secondary schools? Zeitschrift für Pädagogik, ( 5), 670–690. https://doi.org/10.3262/ZP0000023
Hank, C., Kluge, J., Huber, C., Nicolay, P., Spilles, M. & Krull, J. (2024). The role of social skills in social integration in primary education. Journal of Educational Psychology. https://doi.org/10.1024/1010-0652/a000391
2023
Fussangel, K., Casale, G., Kluge, J., Spilles, M. & Grosche, M. (2023). Measuring co-constructive cooperation – development and validation of a questionnaire for teachers working in inclusive education. Journal for Educational Research Online, 15(2), 125–153. https://doi.org/10.31244/jero.2023.02.01
Steiner, T. M., Kluge, J., Grosche, M., & Lüke, T. (2023). Research article: Development and testing of a questionnaire to measure attitudes towards learners with externalising behavioural problems. Quarterly Journal of Special Education and Related Fields, 92(4), 266–280. https://doi.org/10.2378/vhn2023.art34d
2022
Kluge, J., & Grosche, M. (2022). The roles of special educational needs teachers in inclusive schools – A comparison of the perceived roles and aspirations of mainstream and special educational needs teachers. In S. Fränkel, M. Grünke, T. Hennemann, D. C. Hövel, C. Melzer, & K. Ziemen (Eds.), Participation in all areas of life? A look back and forward (pp. 122–129). Bad Heilbrunn: Verlag Julius Klinkhardt.
Grosche, M., Hennemann, T., Huber, C., König, J., Spilles, M., Bartling, A., Kluge, J., Gottfried, K., Fussangel, K., Kaspar, K., Gräsel, C., Melzer, C. & Sarah Strauß (2022). The PARTI Project’s professional development framework: A participation-based response-to-intervention model (PARTI) for the area of emotional and social development. In F. Buchhuapt; J. Becker; D. Katzenbach; D. Lutz; A. Strecker & M. Urban (Eds.), Training for Inclusion. Primary School. Münster: Waxmann Verlag GmbH. doi.org/10.31244/9783830995135
2021
Schledjewski, J., Kluge, J., Pirsch, J. & Grosche, M. (2021). Co-teaching from the perspective of special educational needs teachers. Frequency of use of co-teaching methods and the sense of belonging among special educational needs teachers. Swiss Journal of Special Education, 28 (5–6), 36–43.
Bartling, A., Spilles, M., Kluge, J., Gottfried, K., Huber, C., Hennemann, T., König, J., Fussangel, K., Kaspar, K., Gräsel, C., Melzer, C., Strauß, S. & Grosche, M. (2021). Participation in a Response to Intervention model for the focus area of emotional and social development (PARTI): description and evaluation of a practice-oriented professional development series. Journal of Special Education, 72 (12), 664–675.
Kluge, J. & Grosche, M. (2021). Do the assumption of collective responsibility and an inclusive understanding of roles depend on co-constructive cooperation between teachers? Empirical Pedagogy, 35 (4), 356–377.
2020
Hopmann, B. & Kluge, J. (2020). (Multi-)professional claims to responsibility in inclusive all-day schools as a topic in university training. In G. Ricken & S. Degenhardt (Eds.), Networking, Cooperation, Social Space – Inclusion as a Cross-cutting Task (pp. 128–134). Bad Heilbrunn: Julius Klinkhardt.
2019
Streese, B. & Kluge, J. (2019). Special schools between inclusion and exclusion. On the situation and prospects of special schools in Lower Saxony from the perspectives of education policy and academic discipline. Journal of Inclusion ( Issue 3).
Demmer, C., Hopmann, B., Kluge, J. & Lütje-Klose, B. (2019). Heterogeneous pedagogical perspectives? Multi-professional cooperation in inclusive all-day schools as a topic in teacher training. In E. von Stechow, K. Müller, M. Esefeld, B. Klocke & P. Hackstein (Eds.), Teaching and Learning at the Intersection of Normality and Diversity (pp. 47–56). Bad Heilbrunn: Julius Klinkhardt Verlag.
Kluge, J. (2019). The role of special educational needs in inclusive settings from a student’s perspective – insights into the findings of a Master’s thesis. Journal of Inclusion (Issue 1).
Presentations
2026
Kluge-Brück, J., Reggentin, R., Böhme, K. & Grosche, M. (2026). A Three-Year Longitudinal Study on the Effects of Teacher Collaboration on Students’ Academic Competencies and Their Perception of Inclusion. Paper presented at the European Conference on Educational Research (ECER), Tampere, Finland.
Zimmer, L., Kluge-Brück, J. & Grosche, M. (2026). Are the Basic Psychological Needs of Students with Special Educational Needs Being Met in Inclusive Secondary Schools? Paper presented at the European Conference on Educational Research (ECER), Tampere, Finland.
Reggentin, R., Kluge-Brück, J., Böhme, K. & Grosche, M. (2026). Does teacher collaboration improve pupils’ academic skills and their perception of inclusion in school? Presentation at the conference of the Society for Empirical Educational Research (GEBF), Munich.
2025
Kluge-Brück, J., Külker, L., Jochmaring, J., & Grosche, M. (2025). The influence of individual teacher characteristics on the development of career choice competence among pupils with and without special educational needs in school-based career guidance. Presentation at the annual conference of the Special Education Section of the German Society for Educational Science (DGfE), Heidelberg, Germany.
2024
Kluge, J., Casale, C. & Grosche, M. (2024). Retaining or blurring special education? What teachers think about their responsibilities for behavioural support in inclusive schools. Poster presentation at the Conference of the European Association for Research on Learning and Instruction (EARLI) SIG 15 – Special Educational Needs, 2–4 September in Valencia, Spain.
Kluge, J., Quante, A., Schledjewski, J., Schnepel, S. & Grosche, M. (2024). Which school-level conditions and individual teacher characteristics support the co-constructive collaboration between mainstream and special education teachers in inclusive lower secondary schools? Presentation at the conference of the Society for Empirical Educational Research (GEBF). Symposium entitled ‘Collaboration between mainstream and special needs teachers in inclusive classrooms: Which factors play a role?’ with Schnepel, S. [Chair] & Lütje-Klose, B. [Discussant], 18–20 March, Potsdam.
2023
Kluge, J., Quante, A., Schledjewski, J., Schnepel, S. & Grosche, M. (November 2023). Which factors support the co-constructive collaboration between mainstream and special education teachers? Poster presentation at the autumn conference of the Working Group on Empirical Special Educational Research (AESF), Münster.
2022
Kluge, J., Zurbriggen, C., Schledjewski, J. & Grosche, M. (2022). Types of task division between mainstream and special education teachers in inclusive lower secondary schools. Presentation at the 57th Annual Conference of the Special Education Section of the German Society for Educational Science (DGfE), 28–30 September in Halle (Saale).
Kluge, J., Zurbriggen, C., Schledjewski, J. & Grosche, M. (2022). Task distribution between general and special education teachers – What are the roles of special education teachers in inclusive secondary schools? Presentation at the Conference of the European Association for Research on Learning and Instruction (EARLI) SIG 15 – Special Educational Needs, 22–23 September in Ghent, Belgium.
Kluge, J., Zurbriggen, C., Schledjewski, J. & Grosche, M. (2022). Types of task distribution between mainstream and special education teachers in inclusive lower secondary schools. Presentation at the spring conference of the Working Group on Empirical Special Educational Research (AESF), 20–21 May in Hanover.
Kluge, J.; Schledjewski, J. & Grosche, M. (2022). Co-constructive collaboration between mainstream and special needs teachers. Presentation at the conference of the Society for Empirical Educational Research (GEBF). Symposium entitled ‘Teachers in an inclusive context’ with Nusser, L., Gresch, C. [Chair] & Drechsel, B. [Discussant], 9–11 March, online.
2021
Kluge, J., Schledjewski, J. & Grosche, M. (2021). Measuring co-constructive collaboration between mainstream school teachers and special education teachers in inclusive schools – testing the revised theory of co-constructive collaboration. Presentation at the thematic conference ‘Inclusion and education as a topic in empirical educational research: theoretical approaches and empirical findings’ as part of digiGEFB2021. Symposium entitled ‘Inclusion in lower secondary education in Germany’ with Gresch, C., Schmitt, M., Grosche, M. & Böhme, K. [Chair], 17 September, online.
Kluge, J., Casale, G. & Grosche, M. (2021). Responsibilities of mainstream school teachers and special needs teachers in a Response-to-Intervention model supplemented by participation (PARTI). Presentation at the 56th Annual Conference of the Special Education Section of the German Society for Educational Research (DGfE), 29 September – 1 October, online.
2020
Kluge, J.; Spilles, M.; Grosche, M.; Fussangel, K.; Casale, G., Bartling, A.; Gottfried, K.; Gräsel, C.; Hennemann, T.; Huber, C.; Kasper, K.; König, J.; Linderkamp, F.; Melzer, C.; Strauß, S. (2020). Measuring co-constructive cooperation among teachers: preliminary results of a replicative confirmatory factor analysis. Presentation at the digital autumn conference of the Working Group on Empirical Special Educational Research (AESF), 6–7 November, online.
Kluge, J.; Lüke, T. & Grosche, M. (2020). Evidence for a social desirability bias in attitudes towards inclusion using the RRT. Paper presented at the Conference of the European Association for Research on Learning and Instruction (EARLI) SIG 15 – Special Educational Needs, 10–11 August, online.
Kluge, J. & Grosche, M. (2020). Role changes through co-constructive cooperation between mainstream school teachers and special education teachers in inclusive schools. Presentation at the 55th Annual Conference of the Special Education Section of the German Society for Educational Science (DGfE), 9–11 September, online.
2018
Demmer, C., Hopmann, B., Kluge, J. & Lütje-Klose, B. (2018). Heterogeneous pedagogical perspectives? Multi-professional cooperation in inclusive all-day schools as a topic in teacher training. Presentation at the 32nd Conference of Inclusion Researchers (IFO), 21–24 February, Giessen.
Hopmann, B. & Kluge, J. (2018). Differences between various educational sub-disciplines as a topic during teacher training. Presentation at the 53rd Working Conference of the Special Education Section of the German Society for Educational Science (DGfE). Symposium entitled ‘Interdisciplinary and Multiprofessional Cooperation – Three Perspectives’ with Moser, V. [discussant], 26–29 September in Hamburg.
