Rehabilitation sciences with a focus on learning

Status 20 November 2025

Publications Prof. Dr Michael Grosche

  1. Kluge-Brück, J., Casale, G. & Grosche, M. (online first). Retaining or blurring special education? Teachers' perspectives on their responsibilities for behavioural support in inclusive schools. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2025.2573254
  2. Kashikar, L., Lüke, T. & Grosche, M. (online first). Effects of diagnostic labels for students with learning problems on teachers' stereotypes and performance. Journal of Learning Disabilities. doi. org/10.1177/00222194251315187
  3. Vágvölgyi, R., Bergström, K., Bulajic, A., Rüsseler, J., Fernandes, T., Grosche, M., Klatte, M., Hüttig, F. & Lachmann, T. (online first). The cognitive profile of adults with low literacy skills in alphabetic orthographies: A systematic review and comparison with developmental dyslexia. Educational Research Review. https://doi.org/10.1016/j.edurev.2024.100659
  4. Kluge, J., Kornman, B. J., Schledjewski, J. & Grosche, M. (2025). Measuring co-constructive collaboration between special and general education teachers in inclusive schools - Development and validation of two short questionnaires. Frontiers in Psychology, 16:1535727. https://doi.org/10.3389/fpsyg.2025.1535727
  5. Paul, M. & Grosche, M. (2025). How Can Teachers Economically Diagnose Grammatical Skills in Everyday Primary School Life? Journal of Educational Science, 28, 227-256. https://doi.org/10.1007/s11618-024-01287-8
  6. Labsch, A., Külker, L. & Grosche, M. (2025). The self-assessment of social participation of students in lower secondary school - What role do special educational needs of students and characteristics of teachers play? Journal of Educational Science, 28(5), 5-27. https://doi. org/10.1007/s11618-024-01261-4
  7. Spilles, M., Huber, C., Hennemann, T., König, J. & Grosche, M. (2025). Are primary school children better socially integrated if they show fewer problems in learning behaviour and less oppositional behaviour in class? Journal of Educational Psychology. https://doi.org/10.1024/1010-0652/a000360
  8. Strauß, S., König, J., Grosche, M. & Hennemann, T. (2024). Professional beliefs about inclusive education: Validation of the InkÜ scale inventory among working primary school teachers. Empirical Special Education, 16(4), 171-181. doi. org/10.2440/003-0032
  9. 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? Journal of Education, 70(5), 670-690. LINK
  10. Kashikar, L., Soemers, L., Lüke, T. & Grosche, M. (2024). Influence of the 'Learning Disability' label on teachers' performance expectations - a matter of attitudes towards inclusion? Journal of Research in Special Educational Needs, 24(3), 696-712. https://doi.org/10.1111/1471-3802.12664
  11. 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
  12. Steiner, T. M., Kluge, J., Grosche, M. & Lüke, T. (2023). 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. http://dx.doi.org/10.2378/vhn2023.art34d
  13. Bruns, G., Lüke, T., Gresch, C. & Grosche, M. (2023). Investigating attitudes towards inclusion: Validation and factor analytic testing of a short version of the PREIS scale. Journal of Educational Research, 13(2), 315-333. https://doi.org/10.1007/s35834-023-00389-3
  14. Grosche, M. & Moser Opitz, E. (2023). Teacher cooperation for the implementation of inclusive teaching - a necessary condition, too simplistic or an overrated factor? Unterrichtswissenschaft, 51(2), 245-263. https://doi.org/10.1007/s42010-023-00172-3
  15. Kashikar, L., Soemers, L., Lüke, T. & Grosche, M. (2023). Does the 'Learning Disability' label lower teachers' performance expectations? Social Psychology of Education, 26, 971-1000. https://doi.org/10.1007/s11218-023-09775-1
  16. Leidig, T., Casale, G., Wilbert, J., Hennemann, T., Volpe, R. J., Briesch, A., & Grosche, M. (2022). Individual, generalized, and moderated effects of the good behaviour game on at-risk primary school students: A multilevel multiple baseline study using behavioural progress monitoring. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.917138
  17. Külker, L., Labsch, A. & Grosche, M. (2021). Development and evaluation of a questionnaire for the self-assessment of social participation of pupils in lower secondary school. Empirical Special Education, 13 (4), 312-327. DOI: 10.25656/01:24108
  18. Kluge, J. & Grosche, M. (2021). Do the disciplinary self-conceptions of teachers in inclusive schools depend on their co-constructive cooperation? Empirical Pedagogy, 35 (4), 256-377.
  19. Vágvölgyi, R., Bergström, K., Bulajic, A., Klatte, M., Fernandes, T., Grosche, M., Hüttig, F., Rüsseler, J. & Lachmann, T. (2021). Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review. Journal of Cultural Cognitive Science, (5), 159-179. https://doi.org/10.1007/s41809-021-00074-9
  20. Goldan, J., & Grosche, M. (2021). Does the offer determine the support rate? - Effects of the proximity of special schools on the proportion of pupils with special needs in primary schools. Journal of Educational Science, 24(3), 693-713. https://doi.org/10.1007/s11618-021-01010-x
  21. Fleischhauer, E., Bruns, G. & Grosche, M. (2021). Morphological decomposition supports word recognition in primary school children learning to read: Evidence from masked priming of German derived words. Journal of Research in Reading, 44(1), 90-109.https://doi.org/10.1111/1467-9817.12340
  22. Casale, G., Volpe, R., Briesch, A., Hennemann, T. & Grosche, M. (2021). Dependability of direct behaviour rating single- and multi-item scales across raters and occasions in two school subjects. Assessment for Effective Intervention, 46(2), 143-154. https://doi.org/10.1177/1534508419836498
  23. Ehl, B. & Grosche, M. (2020). Inclusion of age and language contact duration in vocabulary diagnostics in multilingualism. Journal of Developmental and Educational Psychology, 52 (1-2), 41-53. https://doi.org/10.1026/0049-8637/a000228
  24. Grosche, M., Fussangel, K. & Gräsel, C. (2020). Coconstructive cooperation between teachers: Updating and extending coconstruction theory and its application to the example of school inclusion. Journal of Pedagogy, 66(4), 461-479. doi:10.3262/ZP2004461
  25. Ehl, B., Bruns, G. & Grosche, M. (2020). Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals: Conceptual versus single-language scoring and the relation with home language and literacy activities. International Journal of Bilingualism, 24(4), 715-728. https://doi.org/10.1177/1367006919876994
  26. Casale, G., Volpe, R. J., Hennemann, T., Briesch, A. M., Daniels, B. & Grosche, M. (2019). Construct validity of a universal screening for the instructional and economic diagnosis of challenging behaviour in students - a multitrait-multimethod analysis. Journal of Educational Psychology, 33(1), 17-31. https://doi.org/10.1024/1010-0652/a000232
  27. Rüsseler, J., Boltzmann, M. & Grosche, M. (2019). Functional illiteracy in Germany - magnitude, causes, interventions. Journal of Neuropsychology, 30(2), 87-95. https://doi.org/10.1024/1016-264X/a000253
  28. Bruns, G., Ehl, B., & Grosche, M. (2019). Verbal working memory processes in students with mild and borderline intellectual disabilities: differential developmental trajectories for rehearsal and redintegration. Frontiers in Psychology, 9. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02581
  29. Ehl, B., Paul, M., Bruns, G., Fleischhauer, E., Vock, M., Gronostaj, A. & Grosche, M. (2018). Test quality criteria of the "Profile Analysis according to Grießhaber". Evaluation of a procedure for assessing the grammatical abilities of monolingual and multilingual primary school children. Journal of Educational Science, 21(6), 1261-1281. https://doi.org/10.1007/s11618-018-0835-x
  30. Lüke, T. & Grosche, M. (2018). Construction and validation of the Profession-Independent Attitude Scale for the Inclusive School System (PREIS). Empirical special education, 10(1), 3-20.
  31. Volpe, R.J., Casale, G., Mohiyeddini, C., Grosche, M., Hennemann, T., Briesch, A.M. & Daniels, B. (2018). A universal screener linked to personalised classroom interventions: psychometric characteristics in a large sample of German schoolchildren. Journal of School Psychology, 66, 25-40. https://doi.org/10.1016/j.jsp.2017.11.003
  32. Casale, G., Volpe, R.J., Daniels, B., Hennemann, T., Briesch, A.M. & Grosche, M. (2018). Measurement invariance of a universal behavioural screener across samples from the USA and Germany. European Journal of Psychological Assessment, 34(2), 87-100. https://doi.org/10.1027/1015-5759/a000447
  33. Lüke, T. & Grosche, M. (2018). Implicitly measuring attitudes towards inclusive education: a new attitude test based on single-target implicit associations. European Journal of Special Needs Education, 33(3), 427-436. https://doi.org/10.1080/08856257.2017.1334432
  34. Lüke, T. & Grosche, M. (2018). What do I think about inclusive education? It depends on who is asking: Experimental evidence for a social desirability bias in attitudes towards inclusion. International Journal of Inclusive Education, 22(1), 38-53. https://doi.org/10.1080/13603116.2017.1348548
  35. Grosche, M. (2017). An analysis of the function of quantitative data for evidence-based decisions to enable the collaboration of quantitative and non-quantitative research approaches. Special Education Today, 62(4), 360-371. doi:10.3262/SOF1704360
  36. Casale, G., Grosche, M., Volpe, R.J. & Hennemann, T. (2017). Reliability of behavioural progress diagnostics across raters and measurement time points in students with externalising behaviour problems. Empirical Special Education, 9(2), 143-164.
  37. Briesch, A. M., Casale, G., Grosche, M., Volpe, R. J., & Hennemann, T. (2017). Initial validation of the Usage Rating Profile-Assessment for use within German language schools. Learning Disabilities: A Contemporary Journal, 15(2), 193-207.
  38. Piezunka, A., Schaffus, T. & Grosche, M. (2017). Four definitions of school inclusion and their consensual core. Results of expert interviews with inclusion researchers. Unterrichtswissenschaft, 45(4), 207-222. doi:10.3262/UW1704207
  39. Fleischhauer, E., Schledjewski, J. & Grosche, M. (2017). Apps for the promotion of spelling skills: A comprehensive review using theory-guided and evidence-based quality criteria. Learning and Learning Disorders, 6(4), 193-207. https://doi.org/10.1024/2235-0977/a000189
  40. Urton, K., Wilbert, J., Grosche, M. & Hennemann, T. (2016). Comparing the occupational interest structure of special education students with the demands of the special education teaching profession. Journal of Educational Research, 6(3), 325-343. https://doi.org/10.1007/s35834-016-0160-5
  41. Krämer, P., Przibilla, B. & Grosche, M. (2016). How to recognise school inclusion? Indicators for the operational definition of school inclusion. Curative education research, 42(2), 83-95.
  42. Casale, G., Hennemann, T., Volpe, R., Briesch, A. & Grosche, M. (2015). Generalizability and reliability of direct behavioural assessments of learning and working behaviour in an inclusive primary school class. Empirical Special Education, 7(3), 258-268.
  43. Casale, G., Hennemann, T., Huber, C. & Grosche, M. (2015). Test quality criteria of the progression diagnostics of pupil behaviour in the special field of emotional and social development. Curative Education Research, 41(1), 37-54.
  44. Grosche, M., Hintz, A. M. & Hölz, A. (2013). Word-specific reading training effects in the absence of learning transfer: Analysis of a computer-assisted reading training programme for special educational needs. Empirical Special Education, 5(3), 221-235.
  45. Grosche, M. & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28(3), 254-269. https://doi.org/10.1080/08856257.2013.768452
  46. Grosche, M. (2013). The interaction theory of functional illiteracy. Reflections on the relationship between reading and spelling difficulties, social educational disadvantages and illiteracy in adulthood. Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete, 82(2), 102-113. http://dx.doi.org/10.2378/vhn2013.art06d
  47. Hennemann, T., Hillenbrand, C., Franke, S., Hens, S., Grosche, M. & Pütz, K. (2012). Children under increased emotional-social and cognitive risks as a challenge for inclusion: Evaluation of a selective preventive measure in the school entry level. Empirical special education, 4(2), 129-146.
  48. Wilbert, J. & Grosche, M. (2012). A dissociation of implicit and explicit spatial sequence learning in a group of students with learning difficulties. Journal of Cognitive Education and Psychology, 11(3), 301-316. https://doi.org/10.1891/1945-8959.11.3.301
  49. Grosche, M. & Grünke, M. (2011). Impairments in phonological information processing in functional illiterates. Journal of Educational Psychology, 25(4), 277-291. https://doi.org/10.1024/1010-0652/a000051
  50. Grosche, M. (2011). Effects of direct-instructional promotion of reading accuracy. Empirical Special Education, 3(2), 147-161.
  51. Wilbert, J., Grosche, M. & Gerdes, H. (2010). Effects of evaluative feedback on rate of learning and task motivation: An analogue experiment. Learning Disabilities: A Contemporary Journal, 8(2), 43-52.
  52. Grosche, M. & Hintz, A. M. (2010). Testing procedures for the evaluation of literacy courses through a single-case study. Curative Education Research, 36(4), 177-185.
  53. Hintz, A. M. & Grosche, M. (2010). Promoting basic reading skills of illiterate adults using principles of direct instruction. Empirical Special Education, 2(2), 25-33.
  54. Grosche, M., Hennemann, T. & Grünke, M. (2010). Self-regulation deficits in adolescents with behavioural disorders and their effects on homework behaviour. Empirical Pedagogy, 24(1), 26-41.
  55. Grosche, M. (2008). Homework, self-regulated learning and aggressive behaviour - Motivational conflicts of action and motivational interference in homework situations in adolescents with behavioural disorders. Curative Education Research, 34(4), 192-205.
  56. Grosche, M. & Grünke, M. (2008). Designing the special education teacher training programme more scientifically. Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete, 77(3), 190-197.

  1. Balt, M., Gresch, C., Schmitt, M., Böhme, K. & Grosche, M. (2026). Do pupils with special educational needs experience improved social participation in a more differentiated classroom? In C. Gresch, M. Schmitt, M. Grosche, K. Böhme, A. Labsch & L. Külker (Eds.), Inklusion in der Sekundarstufe I in Deutschland. Success factors and challenges(pp. 303-327). Edition ZfE: Springer VS. https://doi.org/10.1007/978-3-658-48603-7_10
  2. Grosche, M., Schmitt, M., Gresch, C., Labsch, A. & Külker, L. (2026). Development of social participation of pupils with and without special educational needs in the course of lower secondary school. In C. Gresch, M. Schmitt, M. Grosche, K. Böhme, A. Labsch & L. Külker (Eds.), Inclusion in lower secondary education in Germany. Success factors and challenges (pp. 269-301). Edition ZfE: Springer VS. https://doi.org/10.1007/978-3-658-48603-7_9
  3. Schnepel, S., Gresch, C., Böhme, K., Lüke. T & Grosche, M. (2026). Differentiation measures within the framework of Universal Design for Learning (UDL) in secondary school maths and German lessons and their effect on competence development. In C. Gresch, M. Schmitt, M. Grosche, K. Böhme, A. Labsch & L. Külker (Eds.), Inklusion in der Sekundarstufe I in Deutschland. Success factors and challenges (pp. 203-236). Edition ZfE: Springer VS. https://doi.org/10.1007/978-3-658-48603-7_7
  4. Kluge, J., Quante, A., Schledjewski, J., Schnepel, S. & Grosche, M. (2026). Which individual and school characteristics support the co-constructive cooperation of regular and special education teachers in inclusive lower secondary schools? In C. Gresch, M. Schmitt, M. Grosche, K. Böhme, A. Labsch & L. Külker (Eds.), Inklusion in der Sekundarstufe I in Deutschland. Success factors and challenges (pp. 35-68). Edition ZfE: Springer VS. https://doi.org/10.1007/978-3-658-48603-7_2
  5. Sälzer, C., Müller, F., Denk, A. & Grosche, M. (2020). Specific Challenges of Including Students with Special Educational Needs in International Large-Scale Assessments. In C. Gresch, P. Kuhl, M. Grosche, C. Sälzer & P. Stanat (Eds.), Pupils with special educational needs in school performance surveys: Insights and developments (pp. 55-74). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-27608-9_3
  6. Grosche, M. & Lüke, T. (2020). Four suggestions for localising quantitative research findings on school inclusion in the international inclusion discourse. In C. Gresch, P. Kuhl, M. Grosche, C. Sälzer & P. Stanat (Eds.), Pupils with special educational needs in school achievement surveys: Insights and developments (pp. 29-54). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-27608-9_2
  7. Grosche, M. & Fleischhauer, E. (2017). Implications of theories of school inclusion for the concept of promoting German as a second language. In M. Becker-Mrotzek, P. Rosenberg, C. Schroeder & A. Witte (Eds.), Deutsch als Zweitsprache in der Lehrerbildung (Sprachliche Bildung, Vol. 2, pp. 155-169). Münster: Waxmann.
  8. Grosche, M. (2015). What is inclusion? A discussion and position paper on the definition of inclusion from the perspective of empirical educational research. In P. Kuhl, P. Stanat, B. Lütje-Klose, C. Gresch, H. A. Pant & M. Prenzel (Eds.), Inclusion of students with special educational needs in school achievement surveys (pp. 17-39). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-06604-8_1
  9. Grosche, M. (2012). Illiteracy and reading and spelling difficulties. Impairments in phonological information processing as a cause of functional illiteracy in adulthood (Pädagogische Psychologie und Entwicklungspsychologie, vol. 83). Münster: Waxmann.
  10. Grosche, M. (2011). Barriers to learning to read through strategy interference. In Projektträger im DLR e.V. (ed.), Lernprozesse in Alphabetisierung und Grundbildung Erwachsener. Diagnostics, mediation, professionalisation (pp. 29-46). Bielefeld: Bertelsmann. doi:10.3278/6004140w
  11. Egloff, B., Grosche, M., Hubertus, P. & Rüsseler, J. (2011). Functional illiteracy in adulthood: a definition. In Projektträger im DLR e.V. (ed.), Target groups in adult literacy and basic education. Identification, localisation, approach (pp. 11-31). Bielefeld: Bertelsmann. doi:10.3278/6004139w011

  1. Schledjewski, J., Kluge, J., Pirsch, J. & Grosche, M. (2022). Co-teaching from the perspective of special needs teachers. Frequency of use of co-teaching forms and special education teachers' sense of belonging to the school. Swiss Journal of Special Needs Education, 28(5-6), 36-43.
  2. 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.
  3. Gresch, C., Schmitt, M., Külker, L., Schledjewski, J., Böhme, K. & Grosche, M. (2021). Initial school situations and organisational forms of inclusion at lower secondary level in Germany. Journal of Special Education, 72(10), 484-507.
  4. Ehl, B., Paul, M. & Grosche, M. (2017). Is the "Profile Analysis according to Grießhaber" suitable as a language diagnostic tool in primary school? Initial results from the BiSS-EOS evaluation project. BiSS Journal, 7, 29-32.
  5. Hennemann, T., Casale, G., Fitting-Dahlmann, K., Hövel, D. C., Hagen, T., Leidig, T., Melzer, C., Grosche, M., Hillenbrand, C., Vierbuchen, M. C. & Wilbert, J. (2017). "Schulen auf dem Weg zur Inklusion" - Konzeption, Evaluation und erste Befunde eines landesweiten Qualifizierungsprogramms zur Umsetzung von Inklusion in Nordrhein-Westfalen. Journal of Curative Education, 68(11), 532-544.
  6. Casale, G., Hennemann, T. & Grosche, M. (2015). On the contribution of progress diagnostics to evidence-based special educational practice using the example of the support focus of emotional and social development. Journal of Special Education, 66(7), 325-334.
  7. Huber, C., Grosche, M. & Schütterle, P. (2013). Inclusive school development through response-to-intervention (RTI) - Realisation possibilities of the RTI concept in the field of reading. Gemeinsam Leben - Journal for Inclusion, 21(2), 79-90.
  8. Huber, C. & Grosche, M. (2012). The response-to-intervention model as a basis for an inclusive paradigm shift in special education. Journal of Special Education, 63(8), 312-322.
  9. Grosche, M. (2009). The role of phonological awareness in illiteracy. Alfa-Forum, 72, 18-20.

  1. Gresch, C., Schmitt, M., Grosche, M., Böhme, K., Labsch, A. & Külker, L. (eds.) (2026). Inclusion in lower secondary education in Germany. Success factors and challenges. Edition ZfE: Springer VS. https://doi.org/10.1007/978-3-658-48603-7
  2. Grosche, M., Decristan, J., Urton, K., Jansen, N., Bruns, G. & Ehl, B. (Eds.). (2020). Special education and educational research - Stranger sisters? (Perspectives on special educational research). Bad Heilbrunn: Klinkhardt.
  3. Gresch, C., Kuhl, P., Grosche, M., Sälzer, C. & Stanat, P. (Eds.). (2020). Pupils with special educational needs in school performance surveys: Insights and developments. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-27608-9
  4. Grosche, M., Gottwald, C. & Trescher, H. (Eds.). (2020). Discourse in special needs education - Conflicting positions. Munich: Reinhardt.
  5. Grosche, M., Gottwald, C. & Trescher, H. (Eds.). (2019). Discourse in special education - special education in discourse [Discourse project topic strand]. Quarterly Journal of Special Needs Education and its Neighbouring Fields, 88(1), 8-10.http://dx.doi.org/10.2378/vhn2019.art02d
  6. Hintz, A. M. & Grosche, M. (Eds.). (2014). Prevention of learning and developmental disabilities [Theme issue]. Empirical special education, 6(3).
  7. Grosche, M. & Schroeder, J. (2013). Status and perspectives of empirical literacy research. Empirische Sonderpädagogik, 5(3), 249-261.
  8. Grosche, M. & Schroeder, J. (Eds.). (2013). Literacy and basic education [Theme issue]. Empirical Special Education, 5(3).

  1. Gresch, C., Schmitt, M., Grosche, M., Böhme, K., Labsch, A., Külker, L., Nusser, L., Stanat, P. & Roßbach, H. G. (2026). Inclusion in and after lower secondary school in Germany - Research interest, research design and data basis of the INSIDE longitudinal study. In C. Gresch, M. Schmitt, M. Grosche, K. Böhme, A. Labsch & L. Külker (Eds.), Inklusion in der Sekundarstufe I in Deutschland. Success factors and challenges (pp. 1-33). Edition ZfE: Springer VS. https://doi.org/10.1007/978-3-658-48603-7_1
  2. Grosche, M. & Lindmeier, C. (2025). Teacher training for a special education teaching profession. In C. Cramer, J. König & M. Rothland (Eds.), Handbuch Lehrerinnen- und Lehrerbildung (2nd ed., pp. 326-331). Bad Heilbrunn: Klinkhardt.
  3. Grummt, M. & Grosche, M. (2022). Special educational research between evidence-based, methodological dispute and transformation of a profession. 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. 15-20). Klinkhardt.
  4. 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). Klinkhardt.
  5. Grosche, M. & Huber, C. (2022). Participation in Response-to-Intervention (PARTI): A (small) conceptual extension of Response-to-Intervention (RTI). In Y. Blumenthal, S. Blumenthal & K. Mahlau (Eds.), Kinder mit Lern- und emotional-sozialen Entwicklungsauffälligkeiten in der Schule. Diagnostics - Prevention - Support (pp. 163-168). Kohlhammer.
  6. Grosche, M., Hennemann, T., Huber, C., König, J., Spilles, M., Bartling, A., Kluge, J., Gottfried, K., Fussangel, K., Kaspar, K., Gräsel, C., Melzer, C. & Strauß, S. (2022). The training concept of the PARTI project: A participation-related response-to-intervention model (PARTI) for the specialisation area of emotional-social development. In F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker & M. Urban (Eds.), Qualification for inclusion - primary school (pp. 177-189). Waxmann.
  7. Grosche, M. & Casale, G. (2021). Response-to-intervention (RTI) and school inclusion - Fundamental contradiction or two sides of the same coin? In C. Mähler & M. Hasselhorn (Eds.), Inclusion - Opportunities and challenges (Tests & Trends, Vol. 19, pp. 169-184). Göttingen: Hogrefe.
  8. Vock, M., Gronostaj, A., Grosche, M., Ritterfeld, U., Ehl, B., Elstrodt-Wefing, N., Kalinowski, E., Möhring, M., Paul, M., Starke, A. & Zaruba, N. (2021). The project "Promotion of the educational language German at primary level: Evaluation, optimisation & standardisation of tools in the BiSS project" (BiSS-EOS) - Results and experiences from three project years. In S. Gentrup, S. Henschel, K. Schotte, L. Beck & P. Stanat (Eds.), Making language and literacy support effective: Evaluation of implemented concepts (pp. 125-143). Stuttgart: Kohlhammer.
  9. Gottwald, C., Trescher, H. & Grosche, M. (2020). Discourse in special education - special education in discourse: Presentation and discussion of an innovative book project. In M. Grosche, J. Decristan, K. Urton, N. Jansen, G. Bruns & B. Ehl (Eds.), Special education and educational research - Foreign sisters? (S. 66-71). Bad Heilbrunn: Klinkhardt.
  10. Grosche, M. & Lindmeier, C. (2020). Teacher education for a special education teaching profession. In C. Cramer, J. König, M. Rothland & S. Blömeke (Eds.), Handbook of teacher education (pp. 263-268). Bad Heilbrunn: Klinkhardt.
  11. Grosche, M., Gottwald, C. & Trescher, H. (2020). Introduction to the project "Discourse in Special Education - Conflicting Positions". In M. Grosche, C. Gottwald & H. Trescher (Eds.), Discourse in special education - Conflicting positions (pp. 7-9). Munich: Reinhardt.
  12. Grosche, M., Gottwald, C. & Trescher, H. (2020). On the difficulty of initiating a discourse between conflicting positions in special needs education - A subjective experience report and attempt at reflection. In M. Grosche, C. Gottwald & H. Trescher (Eds.), Discourse in special education - Conflicting positions (118-125). Munich: Reinhardt.
  13. Grosche, M., König, J., Huber, C., Hennemann, T., Fussangel, K., Gräsel, C., Kaspar, K., Melzer, C., Strauß, S., Lüke, T., Krull, J., Neroznikova, K., Spilles, M., Casale, G. & Bartling, A. (2020). The PARTI research project: Evaluation of a training series for the co-constructive implementation of a response-to-intervention model supplemented by participation in the support focus of emotional-social development. In G. Ricken & S. Degenhardt (Eds.), Networking, co-operation, social space - inclusion as a cross-sectional task (pp. 116-121). Bad Heilbrunn: Klinkhardt.
  14. Vock, M., Gronostaj, A., Grosche, M., Ritterfeld, U, Zaruba, N., Kalinowski, E., Ehl, B., Paul, M., Elstrodt, N., Möhring, N. & Starke, A. (2018). BiSS-EOS. Promotion of the educational language German in primary school: Evaluation, optimisation and standardisation of tools in the BiSS project. In S. Henschel, S. Gentrup, L. Beck & P. Stanat (Eds.), Project Atlas Evaluation - First Results from the BiSS Evaluation Projects (pp. 35-38). Berlin: BiSS consortium.
  15. Grosche, M. & Vock, M. (2018). Inclusion. In D. H. Rost, J. Sparfeldt & S. Buch (Eds.), Handwörterbuch Pädagogische Psychologie (5th edition, pp. 260-269). Weinheim: Beltz.
  16. Grosche, M. (2017). Building bridges instead of tearing them down! Introspection of quantitative-empirical special education to enable inter- and transdiscursive collaboration. In D. Laubenstein & D. Scheer (Eds.), Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik (pp. 41-61). Bad Heilbrunn: Klinkhardt.
  17. Morgenroth, S. & Grosche, M. (2017). Inclusion through interdisciplinary cooperation. Expanding the "response-to-intervention" model to include aspects of co-construction and co-teaching. In S. Barsch, N. Glutsch & M. Massumi (Eds.), Diversity in teacher education (pp. 87-107). Münster: Waxmann.
  18. Grosche, M., Wohne, A. & Rüsseler, J. (2016). Central theoretical approaches and their influence on our thinking and acting in functional illiteracy. In C. Löffler & J. Korfkamp (Eds.), Handbook on adult literacy and basic education (pp. 129-143). Münster: Waxmann.
  19. Grosche, M., Huber, C. & Schütterle, P. (2015). The precise match between learning needs and learning methods through the response-to-intervention (RTI) concept. In K. Reich, D. Asselhoven & S. Kargl (Eds.), An inclusive school for all (pp. 235-241). Weinheim: Beltz.
  20. Grünke, M. & Grosche, M. (2014). Learning disability. In G. W. Lauth, M. Grünke & J. C. Brunstein (Eds.), Interventions for learning disabilities (2nd ed., pp. 76-89). Göttingen: Hogrefe.
  21. Grosche, M. (2014). Learning difficulties and behavioural disorders in North America. In U. Heimlich, R. Stein & F. B. Wember (Eds.), Handlexikon Lernschwierigkeiten und Verhaltensstörungen (pp. 320-323). Stuttgart: Kohlhammer.
  22. Hintz, A. M. & Grosche, M. (2012). School absenteeism and dropout in children and adolescents with a migration background. In H. Ricking & G. C. Schulze (Eds.), Dropping out of school - Without a ticket to the future? (S. 77-93). Bad Heilbrunn: Klinkhardt.
  23. Grosche, M., Zwigart, S. & Castello, A. (2011). Promoting categorisation strategies and structural knowledge about television advertising in preschool children. In M. R. Textor (Ed.), Online handbook of kindergarten pedagogy. Available at: www.kindergartenpaedagogik.de/fachartikel/bildungsbereiche-erziehungsfelder/medienerziehung-informationstechnische-bildung/2217
  24. Grosche, M., Hintz, A. M. & Grünke, M. (2011). Direct instruction in basic education. In K. Ratzke & A. Scholz (Eds.), Alphabetisierung - Beratung - Chancen. Final report on a research and development project (pp. 57-80). Oldenburg: DIZ.
  25. Grosche, M. (2009). The interaction of school performance problems and school absenteeism and their long-term effects. In H. Ricking, G. Schulze & M. Wittrock (Eds.), Dropping out of school - a challenge for schools or why adolescents no longer go to school (pp. 84-95). Oldenburg: DIZ.
  26. Hintz, A. M & Grosche, M. (2009). Prevention and intervention of school absenteeism among pupils with a migration background - (not) a topic for the university phase of teacher training? In H. Ricking, G. Schulze & M. Wittrock (Eds.), Dropping out of school - a challenge for schools or why adolescents no longer go to school (pp. 67-75). Oldenburg: DIZ.
  27. Hintz, A. M., Grosche, M. & Grünke, M. (2009). School-avoidant behaviour in children and adolescents with a migration background. In H. Ricking, G. Schulze & M. Wittrock (Eds.), School absenteeism and dropout (pp. 49-73). Stuttgart: UTB.

  1. Casale, G., Huber, C., Hennemann, T. & Grosche, M. (2019). Direct behavioural assessment in school. An introduction for practice. Munich: Reinhardt.
  2. Fleischhauer, E. & Grosche, M. (2015). On the trail of reading development. Promoting early synthesising reading skills. Praxis Fördern - Zeitschrift für individuelle Förderung und Inklusion, 6, 9-17.
  3. Fleischhauer, E., Starke, A. & Grosche, M. (2014). Small-step and exercise-emphasised promotion of reading and writing in 1st grade with IntraActPlus: A handbook for teachers. Sprachförderung und Sprachtherapie in Schule und Praxis, 3(4), 206-2014.
  4. Grosche, M. (2014). Reviewing support measures in the process. The concept of learning progression diagnostics. In T. Bohl, A. Feindt, B. Lütje-Klose, M. Trautmann & B. Wischer (Eds.), Fördern (pp. 113-115). Seelze: Friedrich.

  1. Labsch, A., Gresch, C., Grosche, M., & Böhme, K. (2025). Inclusive education-and then? Findings from the study "Inklusion in und nach der Sekundarstufe I in Deutschland" (INSIDE). From Politics and Contemporary History, 75(32-35), 40-46. https://www.bpb.de/shop/zeitschriften/apuz/inklusion-2025/569375/inklusive-bildung-und-dann/
  2. Ricken, G. & Grosche, M. (2023). Obituary for Prof. Dr Karl Josef Klauer (1929 - 2023), Nestor of Empirical Special Education. Empirical special education, 15(1), 99-100.
  3. Grosche, M. (2023). Preface. In M. Börnert-Ringleb, G. Casale, M. Balt & M. Herzog (Eds.), Learning and behavioural difficulties at school - manifestations, explanatory models and implications for practice. Kohlhammer.
  4. Grosche, M. & Bruns, G. (2022). Throwing the baby out with the bathwater? Reply to the essay 'Is the special educational focus on learning still up to date?' by Leben, Rieger and Röder (2021). Special educational support in NRW, 60(1), pp. 60-62.