Publications
Teilhabe in Schule durch additive Interventionen? Eine rekonstruktive Analyse am Beispiel schulischer Teilhabeassistenz und des Programms ,Entwicklungstherapie/Entwicklungspädagogik‘.
Zeitschrift Für Bildungsforschung.
Zum ArtikelKonflikte in der komplexen Konstellation von Familie, Schule und Schulbegleitung. Elternarbeit zwischen struktureller Verantwortungslosigkeit und inklusivem Anspruch.
In: Zeitschrift für Inklusion, 1.
Zum ArtikelKooperation in der Qualifizierung für inklusive schulische Bildung. Eine Sichtung internationaler Forschungsbeiträge.
In: T. Müller/C. Ratz/R. Stein/C. Lüke (Hrsg.): Sonderpädagogik - zwischen Dekategorisierung und Rekategorisierung. Bad Heilbrunn: Klinkhardt, S. 279-289.
Qualification Project
Consequences of One-to-One Support by Teaching Assistants from the Students’ Perspective
The right to inclusive education for all, as enshrined in the UN Convention on the Rights of Persons with Disabilities (UN CRPD), has led to an increased use of support staff (teaching assistants) in the context of inclusive school development. Legally anchored in German social law (§ 35a SGB VIII and § 112 SGB IX), this type of support is individually requested, approved and is therefore predominantly implemented in practice as one-to-one assistance. While this form of support has been widely examined—and often controversially discussed—within academic discourse, the perspectives of the supported students themselves remain empirically underrepresented.
This dissertation project addresses this research gap by placing interviews with supported students at the center of a qualitative study. Methodologically, the project is guided by the principles of Constructivist Grounded Theory (Charmaz), which emphasizes participants’ subjective perspectives. The aim is to explore both positive and negative, intended and unintended consequences of individual school-based support from the viewpoint of the students receiving it.
Academic Career
April 2017 – April 2019
M.A. Educational science with a focus on Special Needs Education, Goethe University in Frankfurt, Germany
Mai 2015 – December 2015
Semester abroad with a focus on Special Needs Education, University of Oslo, Norway
September 2013 – March 2017
B.A. Education with a focus on Vocational Education, Karlsruhe Institute of Technology (KIT), Germany
Professional Experience
since April 2023
Doctoral student: DFG Research Training Group 2493 “Consequences of social assistance” at the University Siegen
April 2020 – March 2023
Research assistant: BMBF-funded meta project ‘Inclusive Education’ at the Institute for Special Needs Education at the Goethe University Frankfurt
January 2018 – November 2020
Student/scientific assistant and research assistant: BMBF-funded project “Professionalization through case work for inclusive schools (ProFiS)” at the Institute for Special Needs Education at the Goethe University Frankfurt
April 2016 – March 2017
Student assistant. European ErasmusPlus project “A European Concept to Visualize and Reflect One’s Vocational Biography Using Digital Media” at the Institute for Vocational Education at KIT
Memberships
Associated member of the German Educational Research Association (GERA/DGfE) in the divisions 5 (School, Curriculum and Pedagogy) and 6 (Special Education)
Member of the initiative “Qualitative Research in Education Sciences” of the Goethe Research Academy for Early Career Researchers (GRADE)
