Publications
2025
Kluge-Brück, J., Casale, G., & Grosche, M. (2025). Retaining or blurring special education? Teachers' perspectives on their responsibilities for behavioural support in inclusive schools. European Journal of Special Needs Education, 1-18. https://doi.org/10.1080/08856257.2025.2573254
Kluge, J., Quante, A., Schledjewski, J., Schnepel, S. & Grosche, M. (2025). Which individual and school characteristics support the co-constructive cooperation of 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). Of generalists and specialists - Which types of task sharing 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 competences for social integration in primary school. 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 co-operation - Development and validation of a questionnaire for teachers in inclusion. 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). Technical paper: Development and testing of a questionnaire to measure attitudes towards learners with externalising behaviour problems. Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete, 92(4), 266-280. https://doi.org/10.2378/vhn2023.art34d
2022
Kluge, J., & Grosche, M. (2022). Tasks of special education teachers in inclusive schools - A comparison of the perception of tasks and wishes of mainstream and special education 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 advanced training concept of the PARTI project: A participation-related response-to-intervention model (PARTI) for the focus on emotional-social development. In F. Buchhuapt; J. Becker; D. Katzenbach; D. Lutz; A. Strecker & M. Urban (Eds.), Qualification 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 education teachers. Frequency of use of co-teaching forms and the sense of belonging of special education teachers. Swiss Journal of Special Needs 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 support focus on emotional and social development (PARTI): Description and evaluation of a practice-oriented training series. Journal of Curative Education, 72 (12), 664-675.
Kluge, J. & Grosche, M. (2021). Do a collective assumption of 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 complaints of responsibility in inclusive all-day schools as a topic in university education. 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 an educational policy and academic perspective. Journal for Inclusion (H.3).
Demmer, C., Hopmann, B., Kluge, J. & Lütje-Klose, B. (2019). Heterogeneous pedagogical perspectives? Multi-professional cooperation at inclusive all-day schools as a topic in teacher education. In E. von Stechow, K. Müller, M. Esefeld, B. Klocke & P. Hackstein (Eds.), Teaching and learning in the field of tension between normality and diversity (pp. 47-56). Bad Heilbrunn: Julius Klinkhardt Verlag.
Kluge, J. (2019). The role of special education in inclusive settings from a student perspective - Insights into the results of a master's thesis. Journal for Inclusion (H. 1).
Presentations
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, 02 - 04 September in Valencia, Spain.
Kluge, J., Quante, A., Schledjewski, J., Schnepel, S. & Grosche, M. (2024). Which school framework conditions and individual teacher characteristics support the co-constructive cooperation of regular and special education teachers in inclusive lower secondary schools? Presentation at the conference of the Society for Empirical Educational Research (GEBF). Symposium entitled "Cooperation between mainstream teachers and special needs teachers in inclusive education: 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. (2023, November). Which factors support co-constructive cooperation between mainstream and special education teachers? Poster presentation at the autumn conference of the Working Group on Empirical Special Education Research (AESF), Münster.
2022
Kluge, J., Zurbriggen, C., Schledjewski, J. & Grosche, M. (2022). Types of task sharing between mainstream and special needs teachers in inclusive lower secondary schools. Presentation at the 57th Annual Conference of the Special Needs Education Section of the German Educational Research Association (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 sharing between mainstream and special needs teachers in inclusive lower secondary schools. Presentation at the spring conference of the Working Group on Empirical Research in Special Education (AESF), 20-21 May in Hanover.
Kluge, J.; Schledjewski, J. & Grosche, M. (2022). Coconstructive cooperation between general and special education teachers. Presentation at the conference of the Society for Empirical Educational Research (GEBF). Symposium entitled "Lehrkräfte im inklusiven Kontext" with Nusser, L., Gresch, C. [Chair] & Drechsel, B. [Discussant], 9 - 11 March, online.
2021
Kluge, J., Schledjewski, J. & Grosche, M. (2021). Measuring co-constructive cooperation between mainstream teachers and special needs teachers in inclusive schools - testing the revised theory of co-constructive cooperation. Presentation at the conference "Inklusion und Bildung als Thema der empirischen Bildungsforschung: Theoretische Ansätze und empirische Befunde" as part of digiGEFB2021. Symposium entitled "Inklusion in der Sekundarstufe I in Deutschland mit Gresch, C., Schmitt, M., Grosche, M. & Böhme, K. [Chair], 17 September, online.
Kluge, J., Casale, G. & Grosche, M. (2021). Responsibilities of regular education teachers and special education 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 Educational Research Association (DGfE), 29 September - 01 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 of teachers preliminary results of a replicative confirmatory factor analysis. Presentation at the digital autumn conference of the Working Group Empirical Special Education 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 change through co-constructive cooperation between mainstream teachers and special needs teachers in inclusive schools. Presentation at the 55th Annual Conference of the Special Education Section of the German Educational Research Association (DGfE), 9 - 11 September, online.
2018
Demmer, C., Hopmann, B., Kluge, J. & Lütje-Klose, B. (2018). Heterogeneous pedagogical perspectives? Multi-professional cooperation at inclusive all-day schools as a topic in teacher education. Presentation at the 32nd Conference of Inclusion Researchers (IFO), 21 - 24 February, Gießen.
Hopmann, B. & Kluge, J. (2018). Differences between different pedagogical sub-disciplines as a topic during training. Presentation at the 53rd Workshop of the Special Needs Education Section of the German Educational Research Association (DGfE). Symposium entitled "Interdisciplinary and multiprofessional cooperation - three perspectives" with Moser, V. [discussant], 26 - 29 September in Hamburg.
