Chair for Inclusion

• Inhalt ausklappen Inhalt einklappen Focus of Research and Work

  • Inclusion research
  • Space and group-related practices and processes of participation
  • Educational science in the presence of cognitive impairments ('mental disability'; 'dementia')
  • Methods of qualitative social research
  • Foundations of (special needs) education in the social sciences
  • Disability studies, in particular subject genesis in the context of 'disability' and marginalization
  • Social space and community development in the context of inclusion

• Inhalt ausklappen Inhalt einklappen Curriculum Vitae

  From 10/2018: Chair 
  for educational sciences with a special focus on "Inclusion and Exclusion" at Philipps University Marburg

  04/2018-09/2018 Acting
  professor for general rehabilitation and integration education (last filled by Andreas Hinz) at Martin Luther University of Halle-Wittenberg

  10/2013-09/2015 Acting
  professor for educational science with a focus on special needs education, Department for Educational Science at Goethe University Frankfurt

  10/2012-03/2018 Research Associate
  at the Institute for Special Needs Education, Department for Educational Sciences at Goethe University Frankfurt

  10/2012-09/2015 Lecturer
  at the Institute for Educational Science at Johannes Gutenberg University Mainz

  10/2011-02/2012 Lecturer
  at the Department for Educational Sciences at Goethe University Frankfurt

  09/2011-10/2012 Research Associate
  at the Institute for Educational Science at Johannes Gutenberg University Mainz, at the chair of Prof. Dr Evelyn Heineman

  04/2009-09/2011 Project work
  on the interdisciplinary research project "Quality of Life in Nursing Homes" at the University of Vienna under the direction of Prof.  Dr Anton Amann, Prof. Dr Elisabeth Seidl and Prof. Dr Wilfried Datler

  01/2009-12/2011 Project work
  on the externally funded project 'Obesity in Childhood and Adolescence' from the The Institute for Hermeneutic Research on Culture and Society (IHSK) in cooperation with the German Sport University Cologne under the direction of Prof. Dr Ulrich Oevermann

  
  

  Scientific Education

  2015 Habilitation with venia legendi for educational sciences
  at Goethe University Frankfurt

  Doctorate (Dr. phil.) in educational sciences
  at Goethe University Frankfurt in cooperation with the Faculty of Philosophy and Education at the University of Vienna.  GPA: summa cum laude
  Academic reviewers:  Prof.  Dr Dieter Katzenbach (Frankfurt); Prof. Dr Wilfried Datler (Vienna); Prof. Dr Detlef Garz (Mainz)

  2010 Diploma in Sociology
  under Associate Professor Dr Oliver Schmidtke

  2009 Diploma in Education
  under Prof. Dr Ulrich Oevermann

  10/2004-05/2010 Studies
  in education, sociology, psychology, social psychology, educational psychology, history and European ethnology at the Albert Ludwig University of Freiburg, Goethe University Frankfurt and the University of Vienna

• Inhalt ausklappen Inhalt einklappen Research Projects

  Ongoing projects:
  

  Discipline-related biographical research
  Expected duration: 01.07.2023 to 30.09.2024
  in cooperation Dr. Michael Börner
  
  In the project "Discipline-related biographical research", the research interest is focused on the (former) student body of the degree programme "Education and Educational Science" at the Philipps University of Marburg. Biographical interviews and the interweaving of different evaluation methods (objective hermeneutics & qualitative content analysis) are used to shed light on the biographical trajectories, life plans and self-constructions of (former) students of "Educational Science" and to examine the role and significance of Marburg as a study location. Relevant questions include, for example, social background, biographical reasons for choosing to study (in Marburg) and its specific organisation as well as career prospects in general.
  The project is designed as a teaching research project, i.e. it is planned and implemented together with current students on the BA and MA programmes.
  
  

  Institutionalized Life Circumstances in Times of Corona
  2020-2021 Philipps University Marburg in cooperation with Lebenshilfe Frankfurt am Main e.V.
  
  The study "Institutionalized Life Circumstances in Times of Corona" examines the impact of the COVID-19 pandemic, and that of the measures taken in the context pandemic, on the realities in living of institutionalized people. The study is being conducted as a teaching research project.  Discussion-based thematic interviews with staff from different institutions are used to explore the research interest.
  
  View Project
  
  

  Sexuality and Disability
  2023-current   Philipps-University-Marburg
  
  The study "Sexuality and Disability" follows the research question of how people with 'disabilities' live out their sexuality, experience it and what it means to them. To this end, interviews will be conducted with various people with disabilities (topics include, for example: The search for a partner, forms of relationships, dealing with one's own gender and/or sexuality, needs for support/assistance in the context of sexuality or the question of the extent to which educational institutions and/or the family of origin inhibit and/or promote a sexuality that is as self-determined as possible, etc.). Finally, a statement will be made about what the results mean for pedagogical action. The study will be realised as a teaching research project, among other things.
  
  

  Between the Family of Origin and Life in Outpatient Assisted Living
  2018-2020 Lebenshilfe Frankfurt am Main e.V. and Goethe University Frankfurt
  
  The study "Between the Family of Origin and Life in Outpatient Assisted Living" examines the living environments and life perspectives of people with 'learning difficulties' who live in different forms of outpatient assisted living. The study is being conducted as a two-semester teaching research project in cooperation with Lebenshilfe Frankfurt am Main e. V.
  
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  Inclusive Community
  2017-2032 Aktion Mensch
  
  The scientific monitoring of the project "Inclusive Community" is designed to examine the impact of the project on the respective social space on three levels.  Level 1 of the project provides for the impact analysis of the overall process (evaluation of the service modules) and Level 2 for the impact analysis of the networking and implementation process in the five selected social spaces (monitoring and analysis of the social space).  In terms of methodology, a mixed-methods design was developed that combines quantitative and qualitative social research methods in a meaningful and beneficial way. Level 3 focuses on the subjective experience and assessments of all the actors involved in the process.  Accordingly, in-depth, longitudinally designed individual case studies are to be prepared in each community and for each field of action.
  
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  Already completed projects:

  Easy Language in the (Inter)National Research Discourse
  2019-2021 Research support fund of Philipps University Marburg

  The study "Easy Language in the (Inter)National Research Discourse" examines the extent to which simple language is addressed in English and German-language professional journals, monographs, anthology contributions, and other specialized publications. The methodology of the study is based on the study "Cognitive Impairment and Accessibility" (Trescher 2018).  It also consists of a secondary evaluation, since in parts the same corpus of material is analyzed.

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  Inclusion as a Challenge for Integrative Child Day Care Facilities
  2017-2020 Lebenshilfe e.V.
  
  In cooperation with Lebenshilfe Frankfurt e.V., the research project seeks to shed light on the living practice within what are known as 'integrative day-care facilities for children'. To this end, the study focuses on three structurally contrasting day care centers run by the cooperation partner and examines them on three levels: a) the level of the educational personnel (staff interviews), b) the level of interaction (ethnographic observations), c) the level of structural conditions (analysis of action concepts, building structures, etc.).  The aim of the project, which is designed to run for two semesters, is to gain as comprehensive an insight as possible into the life practices of the institutions through the three chosen approaches and to reflect critically on these against the background of the demand for inclusion.  In this context, the project aims to feed the results back into practice in a variety of ways.
  
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  Accessibility for People with Cognitive Impairment
  2017-2018 Federal Ministry of Labour and Social Affairs (BMAS)

  The overarching question of the project is: What do the barriers to participation lie for people with cognitive impairments, and what studies have already been conducted on this topic?  In a first step, national and international studies and publications on the topic of "Cognitive Impairment and Accessibility" will be compiled in order to derive still unanswered questions or questions that require further research from this research discourse, which will then be investigated in a follow-on research project (main study).  For this purpose, extensive literature research will be conducted into (a) relevant journals and (b) publications, such as  monographs or research reports from both national and international discourse, covering the period of the last ten years.  The operationalization of the research foresees approaching the topic across eight areas (initially) in order to be able to cover relevant spheres of life as comprehensively as possible. These spheres are as follows: Leisure, work, school and education, housing, everyday life, political participation, agencies/authorities/public administration, as well as social spaces and mobility.

  In a second step, 40 semi-standardized expert interviews with people suffering from cognitive impairment will be conducted in order to identify problem areas in practice.  The results of the interviews with these 'experts in their own matters' will then be used to contrast the research.

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  Where to Go With the Residential Home? –  Institutional Analysis and Organizational Development in Inpatient Care for the Disabled
  2016-2017 (Lebenshilfe e.V.)

   The design and organization of inpatient living arrangements represents a key challenge for disability assistance.  Together with Lebenshilfe Frankfurt e.V., residential home structures will be analyzed and all the results fed back in a practically oriented manner.  The aim here is to focus on the individual accommodation needs of the residents of inpatient facilities.  In addition, the perspectives of professionals who help to create the living space in the residential home are also recorded.  As a third perspective, objective requirements are included, ranging from structural conditions, to the conceptual requirements of the provider, to directives issued by cost units.

   On the one hand, the project sees itself as a research enterprise in the field of basic research in special needs educational social science, but also, on the other, as a practical project, since housing concepts are to be reconceived and ultimately developed, in particular through the constant exchange of dialogue between all thoseinvolved.

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  Life Plans of People With Mental Disabilities
  2015-2017 (Praunheimer Werkstätten gGmbH)
  
  Objectively, biographies of adult people with mental disabilities are to be reconstructed. In addition to people who can provide information about this themselves, the biographies of people who are considered to be 'non-verbal' are also to be reconstructed.  To this end, the biographies of as heterogeneous a group of people with mental disabilities as possible will be studied.  These range from clients from the area of 'sheltered assisted living' to clients from an 'intensive living group', involves men and women, people who still live with their parents and those who live in their own home. Research will also be conducted on young adults who work in a day support center, as well as older, retired people.  Special foci include a) detachment conflicts and the role the family of origin plays, b) personality development and future perspectives, especially in the context of institutionalized care structures. Based on the results, strategies are to be developed to provide educational support for people with (severe) mental disability in such a way that they can develop and/or achieve an individual life and fulfil future plans in the best possible way.
  
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  Inclusion: Political Participation of People with Disabilities in Germany (expert report/expert opinion)
  2016 (German Institute for Human Rights – GIHR)
  
  To what extent do people with disabilities participate in political life in Germany?  This was the central question posed by the project, which was conducted on behalf of the German Institute for Human Rights (GIHR).   The objective was to find out whether people with disabilities participate in political life in Germany and, if so, to what extent.  Also of interest was the extent of their participation and what might limit it.  Central here was a) the level of access to information, i.e. the question of whether people with disabilities have equal opportunities to inform themselves about politics and social life. Furthermore, on a second level b) the question was examined as to what extent people with disabilities actually exercise their active right to vote and where barriers can still be identified in this respect.  On a third level, furthermore, c) the extent to which people with disabilities exercise their right to stand for election was also addressed.  Once again, the objective was to identify potential barriers here. Finally, various political and legal courses of action were discussed in order to facilitate more political participation for people with disabilities. The expert report was incorporated into the independent report on the implementation of OSCE commitments on human rights and democracy, which was prepared by the German Institute for Human Rights (GIHR) on behalf of the German Federal Foreign Office.
  More About the Expert Report
  Full report and expert report as PDF (pp. 96-108)

  Leisure Time as a Window to Inclusion.  Constructions of Participation and Exclusion for Adult Institutionalized People With ‘Mental Disabilities’.
  2013-2015 (Praunheimer Werkstätten gGmbH)

   Employing a multi-stage, multi-method research setting, possibilities were discussed as to how people with 'mental disabilities' can participate inclusively in the social structural sphere of 'leisure', or how people with 'mental disabilities' can be integrated into 'normal' leisure activities.  In doing so, a) principal possibilities and possibly associated manifest as well as (potential) latent barriers to participation were explored, b) the everyday life of people with "mental disabilities" and their needs were examined in terms of what possibilities/obstacles/desires etc. exist on the part of the recipients, and c) the role played by a care facility with regard to shaping the leisure and lives of the clients was subjected to critical scrutiny. 

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  Living Spaces as a Pedagogical Challenge.  Institutional organization of daily life in institutions for people with 'mental disabilities'.
  2014-2015 (Praunheimer Werkstätten gGmbH)

   Employing a multi-stage, multi-method research setting, the living situation of institutionalized persons with mental disabilities was investigated.  The central aspects to be examined here were: a) individuality and community life, b) the significance of the private sphere, c) the institutional framework, d) everyday life experience, e) housing and leisure.  A particular focus was also placed on people with verbal impairments. Methodologically, this required that everyday observations had to be made in particular, in addition to interviews. Based on the analyzes of the records created, possible options for action were elicited together with the cooperation partner (Praunheimer Werkstätten gGmbH) in order to improve the living situation of institutionalized people of all ages with mental disability.

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  Representation of Mental Disabilities in the Media
  2015

  In discourses, representations of objects, persons or facts are produced that influence public perception and contribute to the formation of opinion. In this context, media can be understood as a venue for staging public discourses, each media enacting a specific staging of its respective subject matter. The public 'image' produced in this way in turn involves corresponding practices. With regard to the subject matter at hand, this means that it is assumed that the media portrayal of people with mental disabilities has an impact on how they are encountered in public. The question of interest here, then, is to what extent the representation of people with mental disabilities, for example in mainstream magazines or newspapers, contributes to a (re)production of disability-specific practices. A total of 20 print and online media from the segments 'quality press' (daily/weekly newspapers), 'tabloid press' (e.g. Brigitte, Super Illu) and 'magazines' (e.g. NEON, Spiegel) were examined using sequence-analytical methods. The focus of analysis thereby lay on the question of how people with mental disabilities are portrayed in the respective media.

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  Dementia and Discourse
  2013-2014

  The aim was to substantiate the care and support situation for dementia patients as a cultural discourse practice and the execution of normative discourses on the topic of dementia and point out existing barriers to discourse participation. For this purpose, guided interviews were held with experts from the professional milieu of psychosocial care and nursing for people with dementia.  The research was guided by the question of the extent to which active practice in dementia care meets the special education paradigm of self-determination.  This took the form of a preliminary study for a broader research project in which special education approaches to dementia are to be developed on the basis of the discourse-analytical deconstruction of public and scientific-medical perceptions of dementia.

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  "TOLL-Magazin für Wundertage"
  2013-2015

  The aim was to create a print and online magazine by and with people with 'mental disabilities' in order to break down existing barriers to discourse participation. Based on the assumption that the public image of 'mental disability' is still strongly influenced by traditional views and prejudices, where 'mental disability' is primarily defined as a pathological deviation from a social norm, the research project looked for ways and possibilities of breaking with these traditions in thought.  The objective was to monitor and evaluate the magazine "TOLL - Magazin für Wundertage" (http://www.toll-magazin.de/).  Through its permanent establishment, the guiding intention was to create a mouthpiece or a part of the discourse for people with "mental disabilities" and to open up a space for self-representation with an editorial team that is predominantly made up of people with cognitive impairments.  Employing a multi-layered, multi-method research setting, a qualitative as well as a quantitative impact study of the magazine was conducted to discuss its full potential.  Subsequently, expert interviews were conducted with media professionals and people with mental disabilities in order to evaluate the potential of self-representation and assess the impact of the magazine on the group of people represented.

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• Inhalt ausklappen Inhalt einklappen Team

  Staff

  
  • Peter Nothbaum, MA, research associate
  • Silvia Rügner, MA, scholarship holder
  • Oliver Bocks, administration

  Former Staff

  • Dr. phil. Michael Börner, MA
  • Dr. phil. Teresa Hauck
  • Anna Lamby, MA

• Inhalt ausklappen Inhalt einklappen Publications

  Monographs

  Trescher, Hendrik/ Börner, Michael (2023):
  Inklusion als Herausforderung für integrative Kindertageseinrichtungen
  Inclusion as a Challenge for Integrative Child Day Care Facilities
  Weinheim Basel: Beltz Juventa
  Link
  Full text on Research Gate
  Full text on Academia
  

  Trescher, Hendrik/ Hauck, Teresa (2020):
  Inklusion im kommunalen Raum
  Inclusion in the Communal Space
  Social Space Development in the Context of Disability, Displacement, and Dementia
  Bielefeld: transcript
  Review on socialnet
  Full text/ Open Access
  Full text on Reserarch Gate
  Full text on Academia
  

  Trescher, Hendrik (2018):
  Ambivalenzen pädagogischen Handelns
  Reflexionen der Betreuung von Menschen mit „geistiger Behinderung“
  Ambivalence of Educational Action
  Reflections on the Care of People With “Mental Disabilities”
  Bielefeld: transcript
  Full text/Open Access
  Full text on Reserarch Gate
  Full text on Academia

  Trescher, Hendrik (2018):
  Kognitive Beeinträchtigung und Barrierefreiheit. Eine Pilotstudie
  Cognitive Impairment and Accessibility.  A Pilot Study
  Bad Heilbrunn: Klinkhardt
  Full text
  Full text on Reserarch Gate
  Full text on Academia

  Trescher, Hendrik (2017):
  Behinderung als Praxis
  Biographische Zugänge zu Lebensentwürfen von Menschen mit „geistiger Behinderung“
  Disability as Practice
  Biographical Approaches to Life Plans of People with "Mental Disabilities"
  Bielefeld: transcript
  Review by Tobias Buchner (2018). In: Schweizerische Zeitschrift für Bildungswissenschaften 40 (2)
  Review on socialnet
  Full text/Open Access
  Full text on Reserarch Gate
  Full text on Academia

  Trescher, Hendrik (2016):
  Wohnräume als pädagogische Herausforderung
  Zur Lebenssituation institutionalisiert lebender Menschen mit Behinderung
  Living Spaces as a Pedagogical Challenge
  On the Living Situation of Institutionally Living People with Disabilities
  Wiesbaden:  Springer Verlag für Sozialwissenschaften
  Full text via Springerlink - 2nd Edition: 2017
  Full text on Research Gate
  Full text on Academia

  Review on socialnet

  Trescher, Hendrik (2015):
  Inklusion
  Zur Dekonstruktion von Diskursteilhabebarrieren im Kontext von Freizeit und Behinderung
  Inclusion
  On the Deconstruction of Barriers to Participating in Discourse in the Context of Leisure and Disability
  Wiesbaden:  Springer Verlag für Sozialwissenschaften
  Review on socialnet
  Full text via Springerlink
  Full text on Research Gate
  Full text on Academia
  
  Awarded the 2016 Research Prize from the German Interdisciplinary Society for the Promotion of Research for People with Intellectual Disabilities (DiFGB).

  Trescher, Hendrik (2013):
  Kontexte des Lebens
  Lebenssituation demenziell erkrankter Menschen im Heim
  Contexts of Life
  Life Situation of Dementia Patients in the Institutional Care Setting. Wiesbaden:  Springer Verlag für Sozialwissenschaften
  Full text via Springerlink
  Full text on Research Gate
  Full text on Academia

  Journal Articles

  Trescher, Hendrik/ Weidmann, Sonja (2024):
  Attitudes towards inclusion in the context of ‘intellectual disability’: Demographic characteristics of attitude types and how social privileges might lead to denying inclusion
  In: Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji- MPER (Multidisciplinary Approaches in Education and Rehabilitation- MPER)
  Attitudes towards inclusion in the context of ‘intellectual disability’, 6(8), pp. 61-72
  Online Volltext
  Full text via Research Gate
  Full text via Academia
  

  Hendrik Trescher (2024):
  Einrichtungen während der Corona-Pandemie. Restriktionen und irritierte Routinen als Chance für Veränderung?
  Facilities during the corona pandemic. Restrictions and disrupted routines as an opportunity for change?
  In: Neue Praxis 54 (2), pp. 157-171
  Full text via Research Gate
  Full text via Academia
  

  Hendrik Trescher (2024):
  Sind Inklusionsprojekte (noch) pädagogisch?
  Are inclusion projects (still) educational?
  In: Behindertenpädagogik 63 (2), pp. 146-165
  Full text via Research Gate
  Full text via Academia
  

  Mehringer, Victoria/ Trescher, Hendrik (2023):
  Der Übergang der Fluchtmigration bei Familien mit einem Kind mit Behinderung
  Eine Lebenspraxis zwischen komplexen Wechselwirkungen von Diskursteilhabebarrieren
  The transition of refugee migration in families with a child with disabilities
  A life practice between complex interactions of discourse participation barriers
  In: Behindertenpädagogik 62 (3), pp. 270-278
  Full text on Research Gate
  Full text on Academia
  

  Trescher, Hendrik/ Nothbaum, Peter (2023):
  Pädagogische Perspektiven auf sexuelle Selbstbestimmung von Menschen mit geistiger Behinderung
  Educational perspectives on sexual self-determination of people with intellectual disabilities
  In: Schweizerische Zeitschrift für Heilpädagogik, (SZH) 29 (06), pp. 2-7
  Online full text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik/ Börner, Michael/ Nothbaum, Peter (2023):
  Inklusion als Projekt. Herausforderungen und Ambivalenzen inklusionsbezogener Projektarbeit und -begleitung am Beispiel von „Kommune Inklusiv“
  Inclusion as a project. Challenges and ambivalences of inclusion-related project work and support using the example of "Kommune Inklusiv"
  In: Neue Praxis 53(3), pp. 232-239
  Full text on Research Gate
  Full text on Academia

  
  Trescher, Hendrik/ Börner, Michael (2022):
  Die Krise als konstitutives Moment pädagogischer Professionalität. Zur Wiederentdeckung und Würdigung der Krisenhaftigkeit pädagogischen Handelns am Beispiel integrativer Kindertageseinrichtungen
  The crisis as a constitutive moment of pedagogical professionalism. On the rediscovery and appreciation of the crisis nature of pedagogical action using the example of integrative child day care centres
  In: Transfer Forschung Schule 8 (1), pp. 162-175
  Online full text
  Full text on Research Gate
  Full text on Academia
  

  Börner, Michael/ Trescher, Hendrik (2022):
  Leben im Heim als Entfremdungserfahrung - Autobiografische Selbstkonstruktionen von Menschen mit geistiger Behinderung im höheren Lebensalter
  Life in an Institution as an Experience of Alienation - Autobiographical Self-Constructions of People With Mental Disabilities in Old Age
  In: Schweizerische Zeitschrift für Heilpädagogik, (SZH) 28, (7-8), pp. 17-21
  Online full text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik/ Nothbaum, Peter (2022):
  Zur Komplexität der Herausforderung selbstbestimmter Sexualität bei Menschen mit ‚geistiger Behinderung‘
  The complexity of the challenge of self-determined sexuality for people with 'intellectual disabilities'
  In: Inklusion jetzt!, Newsletter October, pp. 7-10
  Full text via Research Gate
  Full text via Academia
  Full text via Inklusion jetzt!
  

  Trescher, Hendrik/ Nothbaum, Peter (2022):
  Institutionalisierte Lebenslagen von Menschen mit geistiger Behinderung und Perspektiven pädagogischen Handelns während der COVID-19-Pandemie
  Institutionalized Life Circumstances of People With Mental Disabilities and Perspectives on Educational Action During the COVID-19 Pandemic
  In: Behindertenpädagogik 61 (2), pp. 137-157
  Full text on Research Gate
  Full text on Academia
  

  Trescher, Hendrik/ Nothbaum, Peter (2021):
  Institutionalisierte Lebensbedingungen und die Frage nach Inklusion in Zeiten von Corona
  Institutionalized Life Circumstances and the Question of Inclusion in Times of Corona
  In: Zeitschrift für Inklusion 15 (3), online
  Online full text
  

  Trescher, Hendrik/ Hauck, Teresa (2021):
  Sozialraum und Inklusion – Ethnographische Sozialraumbegehungen zur raumbezogenen Rekonstruktion von Teilhabe und Ausschluss
  Social Space and Inclusion - Ethnographic Social Space Visitations for the Spatial Reconstruction of Participation and Exclusion
  In: Sozialraum.de 13 (2), online
  Online full text
  

  Trescher, Hendrik/ Hauck, Teresa (2021):
  Eltern von (erwachsenen) Kindern mit komplexen (Seh-) Beeinträchtigungen
  Parents of (Adult) Children With Complex (Visual) Impairments
  In: Blind-sehbehindert 141 (2), pp. 161-167
  Full text on Research Gate
  Full text on Academia
  

  Trescher, Hendrik (2021):
  Ambivalenzen Leichter Sprache
  Ambivalence in Easy Language
  In: Zeitschrift für Inklusion 15 (1), online
  Full text

  Trescher, Hendrik/ Lamby, Anna/ Börner, Michael (2020):
  Einstellungen zur Inklusion von Menschen mit geistiger Behinderung in Deutschland
  Erkenntnisse einer bevölkerungsrepräsentativen Studie.
  Attitudes to the Inclusion of People With Mental Disabilities in Germany
  Findings from a Representative Study
  In: Teilhabe 59 (3), pp. 102-107
  Full text on Research Gate
  Full text on Academia
  

  Trescher, Hendrik (2020):
  Pädagogisches Handeln methodisch reflektieren
  Entwicklung einer Reflexionsfolie nicht nur für die Praxis
  Reflecting Methodically on Educational Action
  Development of a Reflective Foil Not Only for Practice
  In: Menschen 43 (2), pp. 53-59
  Full text on Research Gate
  Full text on Academia
  

  Trescher, Hendrik/ Lamby, Anna/ Börner, Michael (2020):
  Einstellungen zu Inklusion im Kontext "geistiger Behinderung"
  Lebensbereiche Freizeit, Arbeit und Wohnen im Vergleich
  Attitudes Toward Inclusion in the Context of "Mental Disability".
  A Comparison of Leisure, Work, and Living
  In: Schweizerische Zeitschrift für Heilpädagogik (SZH) 26 (2), pp. 13-19
  Online full text
  Full text on Research Gate
  Full text on Academia
  

  Trescher, Hendrik/ Hauck, Teresa (2020):
  Behindernde Räume
  Disabling Spaces
  In: Gemeinsam leben 28 (2), pp. 105-113
  Full text on Research Gate
  Full text on Academia
  

  Trescher, Hendrik (2020):
  Eltern und ihre Kinder mit geistiger Behinderung im Hilfesystem. Wie gouvernementale Praxen Familie hervorbringen
  Parents and Their Children With Mental Disabilities in the Support System.  How Governmental Practices Produce Families
  In: Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete (VHN) 89 (1), pp. 150-164
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik/ Hauck, Teresa (2020):
  Zwischen Teilhabe und Ausschluss
  Eltern und ihre erwachsenen Kinder mit geistiger Behinderung
  Between Participation and Exclusion
  Parents and Their Adult Children With Mental Disabilities
  In: Schweizerische Zeitschrift für Heilpädagogik (SZH) 26 (1), pp. 37-43.
  Online full text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2020):
  Leichte Sprache und Barrierefreiheit
  Easy Language and Accessibility
  In: Schweizerische Zeitschrift für Heilpädagogik (SZH) 26 (10), pp. 48-54
  Online full text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik / Börner, Michael (2019):
  Empowerment und Inklusion - Zur (Un)Vereinbarkeit zweier Paradigmen
  Empowerment and Inclusion - On the (In)Compatibility of Two Paradigms
  In: Behindertenpädagogik 58 (2), pp. 137-156
  Full text on Research Gate
  Full text on Academia

  Grosche, Michael / Gottwald, Claudia / Trescher, Hendrik (2019):
  Editorial: Diskurs in der Sonderpädagogik – Sonderpädagogik im Diskurs
  Editorial: Discourse in Special Needs Education – Special Needs Education in Discourse
  In: Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete (VHN) 88 (1), pp. 8-10
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2018):
  Inklusion und Dekonstruktion
  Die Praxis der ‚Versorgung‘ von Menschen mit Behinderung in Deutschland zum Gegenstand
  Inclusion and Deconstruction
  The Practice of ‘Caring’ for People With Disabilities in Germany as Subject
  In: Zeitschrift für Inklusion, 12 (2) online
  Full text/Open Access

  Trescher, Hendrik / Hauck, Teresa (2018):
  Ambivalences of Inclusion in Day Care Centers for Children with and without Disabilities
  In: International Journal of Humanities Social Sciences and Education (IJHSSE) 5 (12), pp.51-61
  Full text

  Trescher, Hendrik (2018):
  Accessibility for people with cognitive disabilities
  An international literature review
  In: Journal of Education & Social Policy 5 (3), pp. 60-68
  Full text

  Trescher, Hendrik (2018):
  Inklusion zwischen Dekategorisierung und Dekonstruktion
  Inclusion Between Decategorization and Deconstruction
  In: Pädagogische Differenzen 1 (1), pp. 79-90
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2018):
  Inklusion in der Kita
  Eine Krise, die keine sein darf? 
  Inclusion in Daycare
  A Crisis That Shouldn’t Be?
  In: Der pädagogische Blick 26 (3), pp. 176-187
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2018):
  Inklusion zwischen Theorie und Lebenspraxis
  Inclusion Between Theory and Life Practice
  In: Journal für Psychologie 26 (2), pp. 29-49
  Full text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik/ Hauck, Teresa (2018):
  "Kommune inklusiv" - Sozialräume beforschen und begleiten
  "Inclusive Community" – Researching and Supporting Social Spaces
  In: Teilhabe 57 (4), pp. 156-162
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2018):
  Selbstbestimmung. Ambivalenzen pädagogischen Handelns
  Self-Determination. Ambivalence of Educational Action
  In: Schweizerische Zeitschrift für Heilpädagogik (SZH) 24 (7-8), pp. 6-12
  Full text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2018):
  Politische Partizipation von Menschen mit Behinderungen
  Political Participation of People with Disabilities
  In: Behindertenpädagogik 57 (2), pp. 165-177
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2018):
  Barrierearme Mobilität und kognitive Beeinträchtigung
  Stand der Forschung
  Accessible Mobility and Cognitive Impairment
  State of research
  In: Teilhabe 57 (2), pp. 63-67
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2018):
  Kritik zwischen Empirie, Theorie und Praxis. Praxisforschung im Kontext‚ Freizeit und geistige Behinderung‘
  Criticism Between Empiricism, Theory and Practice. Practical Research in the Context of Leisure and  'Mental Disability'
  In: Zeitschrift für Diversitätsforschung und -management 3 (2), pp. 157-169
  Full Text

  Trescher, Hendrik (2017):
  Inclusion as Critique. Deconstructionist Approaches Exemplified through ‘Care’ of People with Cognitive Disabilities in Germany
  In: International Journal of Social Science Studies (IJSSS) 5 (8), pp. 33-43
  Fulltext/ Open Access

  Trescher, Hendrik/ Hauck, Teresa (2017):
  Raum und Inklusion
  Space and Inclusion 
  Toward a relational connection.
  In: Zeitschrift für Inklusion 11 (4), online
  Fulltext

  Trescher, Hendrik (2017):
  Disabling Practices
  In: Cogent Social Science 3 (1)
  Fulltext/Open Access

  Trescher, Hendrik (2017):
  Lebensentwürfe von Menschen mit „geistiger Behinderung“
  Life Plans of People With  'Mental Disabilities'
  In: Behinderte Menschen 40 (1), pp. 47-52
  Full Text

  Trescher, Hendrik (2017):
  Demenz - Kritische Analysen, pädagogische Reflexionen
  Dementia – Critical Analyses, Pedagogical Reflections
  In: Behinderte Menschen 40 (3), pp. 47-52
  - Second edition 2018 in: Sonderpädagogik in Niedersachsen 46 (3), pp. 72-78
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2017):
  Subjektivierungspraxen in der stationären Behindertenhilfe. Ein pädagogisches Dilemma
  Practices of Subjectivation in Inpatient Care for the Disabled.  An Educational Dilemma
  In: Neue Praxis 47 (4), pp. 354-370
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2017):
  Von behindernden Praxen zu einer Reformulierung des Behinderungsbegriffs
  From Disabling Practices to a Reformulation of the Concept of Disability
  In: Behindertenpädagogik 56 (3), pp. 267-282
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2017):
  Behinderung, Fluchtmigration, Kommunikation
  Disability, Refugee Migration, Communication
  In: Teilhabe 56 (4), pp. 150-155
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik/ Hauck, Teresa/ Börner, Michael (2017):
  Auf dem Weg zu Inklusion? – ‚Busfahren‘ als Praxis ethnografischer Inklusionsforschung
  On the Road to Inclusion? – 'Riding the Bus' as a Practice of Ethnographic Inclusion Research
  In: Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete (VHN) 86, pp. 250-252
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2016):
  Inklusive Freizeitgestaltung für ältere Menschen mit geistiger Behinderung – ein Strukturproblem
  Inclusive Leisure Activities for Older People With Mental Disabilities – A Structural Problem
  In: Teilhabe 55 (1), pp. 35-41
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik/ Hauck, Teresa (2016):
  Demenz – Anforderungen an eine pädagogische Praxis
  Dementia – Requirements of an Educational Practice
  In: Behindertenpädagogik 55 (3), pp. 296-313
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik / Börner, Michael (2016):
  Repräsentanz und Subjektivität im Kontext geistiger Behinderung
  Representation and Subjectivity in the Context of Mental Disability
  In: Zeitschrift für Inklusion 10 (1), online
  Full Text

  Trescher, Hendrik (2016):
  Anforderungen an professionell handelnde PädagogInnen in stationären Einrichtungen der Behindertenhilfe
  Requirements for Professionally Acting Educators in Inpatient Facilities for the Disabled
  In: Gemeinsam leben 24 (1), pp. 31-38
  Full Text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2016):
  Kulturelle Bildung für Menschen mit Behinderung - Das Pilotprojekt 'TOLL'
  Cultural Education for People with Disabilities - The 'TOLL' pilot project
  In: Schweizerische Zeitschrift für Heilpädagogik (SZH) 22 (5-6), pp. 42-48
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2015):
  Freizeit als Fenster zur Inklusion. Konstruktionen von Teilhabe und Ausschluss für erwachsene, institutionalisiert lebende Menschen mit ‚geistiger Behinderung‘
  Leisure Time as a Window to Inclusion.  Constructions of Participation and Exclusion for Adult Institutionalized People With ‘Mental Disabilities‘
  In: Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete 85 (2), pp. 98-111
  Full Text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2015):
  Die Würde des Privaten. Zur Diskussion institutionalisierter Lebensbedingungen von Menschen mit kognitiver Beeinträchtigung.
  The Dignity of the Private.  On the Discussion of Institutionalized Living Conditions of People with Cognitive Impairment. 
  In: Behindertenpädagogik 54 (2), pp. 136-153.
  Full Text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik/ Hauck, Teresa (2015):
  Ambivalenz und Inklusion
  Subjektivierungspraxen in der integrativen Kindertagesstätte
  Ambivalence and Inclusion
  Practices of Subjectification in the Integrative Day Care Center
  In: Neue Praxis 45 (5), pp. 488-502
  Full Text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik / Hauck, Teresa (2015):
  Demenz und Diskurs
  Reproduktion einer modernen Ordnungskategorie vs. Inklusive Perspektiven pädagogischen Handelns
  Dementia and Discourse
  Reproduction of a Modern Category of Order vs. Inclusive Perspectives of Educational Action
  In: Der Pädagogische Blick 23 (4), pp. 197-208
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2015):
  Zielperspektive Inklusion
  Freizeit von Menschen mit geistiger Behinderung
  Target Perspective Inclusion
  Leisure Time for People With Mental Disabilities
  In: Schweizerische Zeitschrift für Heilpädagogik (SZH) 21 (9), pp. 39-46
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2015):
  TOLL – Potenziale eines Magazins von und mit Menschen mit geistiger Behinderung
  TOLL – Potentials of a Magazine by and With People With Intellectual Disabilities
  In: Gemeinsam leben 23 (4), pp. 245-253
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2014):
  Demenz als Hospitalisierungseffekt? Demenz als sonderpädagogische Herausforderung!
  Dementia as an Effect of Hospitalization?  Dementia as a Special Educational Challenge!  
  In: Behindertenpädagogik 53 (1), pp. 30-47
  Full Text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik / Klocke, Janos (2014):
  Kognitive Beeinträchtigung mit Butler verstehen - Butler im Kontext kognitiver Beeinträchtigung verstehen
  Understanding Cognitive Impairment with Butler – Understanding Butler in the Context of Cognitive Impairment
  In: Behindertenpädagogik 53 (3), pp. 285-308
  Full Text
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik / Börner, Michael (2014):
  Sexualität und Selbstbestimmung bei geistiger Behinderung? – Ein Diskurs-Problem!
  Sexuality and Self-Determination in the Context of Mental Disability? – A Discourse Problem! 
  In: Zeitschrift für Inklusion 8 (3), online
  Full Text/Open Access

  Trescher, Hendrik (2014):
  Diskursteilhabebarrieren durchbrechen
  Breaking Through Barriers to Participation in Discourse
  Potentials of a Print and Online Magazine by and With People With Mental Disabilities
  In: Teilhabe 53 (4), pp. 169-175
  Full text on Research Gate
  Full text on Academia

  Trescher, Hendrik (2013):
  Behinderung als demokratische Konstruktion
  Zum objektiven Sinn und ‚cultural impact‘ der UN-Konvention über die Rechte von Menschen mit Behinderungen
  Disability as a Democratic Construction
  On the Objective Meaning and ‘Cultural Impact’ of the UN Convention on the Rights of Persons With Disabilities
  In: Zeitschrift für Inklusion 7 (4)
  Full Text/Open Access

  Trescher, Hendrik/ Fischer, Markus (2013):
  Scham und Akquise
  Shame and Acquisition
  In: Neue Praxis 43 (2), 2013, pp. 199-210
  Full text on Research Gate
  Full text on Academia

  Contributions to Anthologies

  Trescher, Hendrik/ Nothbaum, Peter (2024):
   Sexualität bei Menschen mit ‚geistiger Behinderung‘ – Ambivalenzen von Selbstbestimmung zur Diskussion
  Sexuality in people with 'intellectual disabilities' - ambivalences of self-determination for discussion
  In: Kuhn, Karolin/ Renzikowski, Joachim/ Schellhammer, Barbara (eds.): Sexuelle Selbstbestimmung bei Menschen mit kognitiven Einschränkungen? 
  Baden-Baden: Nomos, pp. 275-292 
  Fulltext on Research Gate
  Fulltext on Academia
  

  Trescher, Hendrik/ Nothbaum, Peter (2023):
  Jugendliche mit geistiger Behinderung - Sexualität als Gegenstand der Betrachtung
  Young people with intellectual disabilities - sexuality as an object of consideration
  In: Kieslinger, Daniel/ Owsianowski, Judith (eds.): Theorie und Praxis der Jugendhilfe 44
  Inklusion in den Erziehungshilfen IV - Sexualität bei Menschen mit Behinderung. 
  Dähre: SchöneworthVerlag, pp. 10-21
  Fulltext on Research Gate
  Fulltext on Academia
  

  Trescher, Hendrik/ Nothbaum, Peter (2023):
  Partizipation und Partizipationsbarrieren von Menschen mit Behinderung in Deutschland
  Participation and Participation barriers of people with disabilities in Germany
  In: J. Sommer (eds.): Kursbuch Bürgerbeteiligung #5,
  Berlin: Republik Verlag, pp. 385-397
  Link
  Fulltext on Research Gate
  Fulltext on Academia
  

  Trescher, Hendrik/ Hauck, Teresa/ Börner, Michael (2022):
  „Kommune Inklusiv“? – Potenziale und Herausforderungen inklusiver Sozialraumentwicklung
  "Inclusive Community"? – Potentials and Challenges in the Development of Inclusive Social Spaces
  In: Wansing, Gudrun/ Schäfers, Markus/ Köbsell, Swantje (eds.): Participation Research – Introduction to a New Field of Research. Methodologies, Methods and Projects in Participation Research. Wiesbaden:  Springer Verlag für Sozialwissenschaften, pp. 437-451
  Full Text
  Fulltext on Research Gate
  Fulltext on Academia
  

  Trescher, Hendrik (2022):
  Barriere
  Barriers
  In: Kessl, Fabian/ Reutlinger, Christian (eds.): Social Space – An Elementary Introduction.
  Wiesbaden: Springer VS, pp. 451-461
  Full Text
  Fulltext on Research Gate
  Fulltext on Academia
  

  Trescher Hendrik/ Börner Michael (2021):
  Perspektiven inklusiver Sozialraumentwicklung - Empirische Befunde zu Inklusionspotentialen des Lebensbereichs Freizeit Erlebnis
  Perspectives on the Development of Inclusive Social Spaces – Empirical Findings on the Inclusion Potential of the Leisure Experience as an Area of Life
  In: Freericks, Renate/ Brinkmann, Dieter  (eds.): Community - Transformation. The Changing Face of Leisure and Tourism as an Occupational Field
  Institute of Leisure Studies and Cultural Work – Bremen 2021, pp. 151-170
  Full Text

  Trescher, Hendrik (2020):
  Auszug und (Nicht-)Ablösung aus dem Elternhaus von Menschen mit geistiger oder komplexer Behinderung
  Moving out and (non-)detachment from the parental home of people with mental disabilities or complex impairments
  In: National Association for People with Physical and Multiple Disabilities North Rhine-Westphalia (eds.): I Myself? Definitely! - Self-Determined Living with High Support Needs
  Dusseldorf: verlag selbstbestimmtes leben, pp. 139-152
  Fulltext on Research Gate
  Fulltext on Academia
  

  Trescher, Hendrik (2020):
  Inklusion ist ein ambivalenter und krisenhafter Prozess. Zum relationalen Verhältnis von Raum, Subjekt und Inklusion
  Inclusion is an Ambivalent and Critical Process. On the Relational Connection between Space, Subject, and Inclusion
  In: Benze, Andrea/Rummel, Dorothee (eds.): Inclusion Machine City, Berlin: Jovis, pp. 95-102
  Fulltext on Research Gate
  Fulltext on Academia
  

  Hauck, Teresa / Trescher, Hendrik (2020):
  Pädagogisches Handeln in der Behindertenhilfe mit Adorno verstehen
  Understanding Educational Action in Helping the Disabled with Adorno
  In: Andresen, Sabine/ Nittel, Dieter/ Thompson, Christiane (eds.): Education After Auschwitz Until Today.  Aufklärungsanspruch und Gesellschaftsanalyse, Norderstedt: BoD, pp. 275-290
  Fulltext on Research Gate
  Fulltext on Academia
  

  Trescher, Hendrik (2020):
  Lebensweltliche Aspekte von Menschen mit geistiger Behinderung und Demenz
  Lifeworld Aspects of People With Mental Disabilities and Dementia
  In: Birkholz, Carmen/ Knedlik, Yvonne (eds.): Participation Until Life's End? Shaping Palliative Care With People With Mental Disabilities
  Marburg Lebenshilfe-Verlag, pp. 187-193
  Fulltext on Research Gate
  Fulltext on Academia

  Grosche, Michael / Gottwald, Claudia / Trescher, Hendrik (2020):
  Über die Schwierigkeiten, einen systematischen und umfassenden Diskurs zwischen verschiedensten Perspektiven der Sonderpädagogik zu initiieren
  On the Difficulties of Initiating a Systematic and Comprehensive Discourse Among Diverse Perspectives in Special Needs Education
  A Subjective Account of Experience and an Attempt at Reflection.  In: Dies. (eds.): Policy Discourse in Special Needs Education
  Munich et al: Reinhardt, pp. 118-125
  Fulltext on Research Gate
  Fulltext on Academia

  Trescher, Hendrik (2019):
  Sonderpädagogik als Erfahrungswissenschaft aus poststrukturalistischer Perspektive
  Special Needs Education as an Empirical Science From a Poststructural Perspective
  In: Dederich, Markus/Ellinger, Stephan/Laubenstein, Désirée (eds.): Special Needs Education as Empirical and Practical Science.  Perspectives in Humanities, Social Sciences, and Cultural Studies
  Bad Heilbrunn: Klinkhardt, pp. 35-50
  Fulltext on Research Gate
  Fulltext on Academia
  

  Trescher, Hendrik / Hauck, Teresa (2019):
  Inklusion im relationalen Raum
  Inclusion in the Relational Space
  Ethnographic Social Space Visitations between Participation and Exclusion.  In: Ricken, Gabi/Degenhardt, Sven (eds.): Networking, Cooperation, Social Space – Inclusion as a Cross-Cutting Task
  Bad Heilbrunn: Klinkhardt, pp. 227-231
  Fulltext on Research Gate
  Fulltext on Academia

  Trescher, Hendrik (2018):
  Wie Bürokratie ‚behindert‘ macht
  How Bureaucracy ‘Disables’
  In: Schilling, Elisabeth (ed.): Curated Biographies
  Wiesbaden:  Springer VS, pp. 225-247
  Fulltext on Research Gate
  Fulltext on Academia

  Trescher, Hendrik (2017):
  Wider der Versorgungspragmatik. Inklusion als Kritik gouvernementaler Behinderungspraxen
  Against the Pragmatics of Care.  Inclusion as a Critique of Governmental Disability Practices
  In: Laubenstein, Désirée/Scheer, David (eds.): Special Needs Education Between Effectiveness Research and Social Criticism
  Bad Heilbrunn: Klinkhardt, pp. 277-286
  Fulltext on Research Gate
  Fulltext on Academia

  Trescher, Hendrik (2017):
  Zur bürokratischen Überformung der Subjekte. Wohnen in der stationären Alten- und Behindertenhilfe
  On the Bureaucratic Transformation of Subjects.  Residential Care for the Elderly and Disabled
  In: Meuth, Miriam (ed.):  Educational Institutional Living
  Wiesbaden:  Springer VS, pp. 245-266
  Fulltext on Research Gate
  Fulltext on Academia

  Trescher, Hendrik (2016):
  Grundlagen der Objektiven Hermeneutik
  Foundations of Objective Hermeneutics
  In: Katzenbach, Dieter (ed.): Qualitative Research Methods in Special Needs Education
  Stuttgart: Kohlhammer, pp. 183-193
  Fulltext on Research Gate
  Fulltext on Academia

  Trescher, Hendrik (2016):
  Objektive Hermeneutik in der Anwendung. Ethnographische Beobachtung und Institutionelle Strukturanalyse am Beispiel des Forschungsfelds Demenz
  Objective Hermeneutics in Use.  Ethnographic Observation and Institutional Structural Analysis Taking the Field of Research on Dementia as an Example
  In: Katzenbach, Dieter (ed.): Qualitative Research Methods in Special Needs Education
  Stuttgart: Kohlhammer, pp. 228-240
  online Link
  Fulltext on Research Gate
  Fulltext on Academia

  Trescher, Hendrik (2016):
  Feldzugang bei kognitiver Beeinträchtigung – am Beispiel der direkten Beforschung demenziell erkrankter Personen
  Field Access in Cognitive Impairment – Taking Direct Research on Persons with Dementia as an Example
  In: Katzenbach, Dieter (ed.): Qualitative Research Methods in Special Needs Education
  Stuttgart: Kohlhammer, pp. 31-41
  Fulltext on Research Gate
  Fulltext on Academia

  Trescher, Hendrik / Oevermann, Ulrich (2016):
  (Sonder-)pädagogische Fallakquise und ihre Problemfelder. Am Beispiel der Thematik Adipositas im Kindes- und Jugendalter
  Case Acquisition in (Special Needs) Education and Its Problem Areas. Taking Obesity in Childhood and Adolescence as an Example
  In: Katzenbach, Dieter (ed.): Qualitative Research Methods in Special Needs Education
  Stuttgart: Kohlhammer, pp. 17-30
  Fulltext on Research Gate
  Fulltext on Academia

  Trescher, Hendrik (2015):
  Von der Re- zur Dekonstruktion von Demenz
  From the Reconstruction to the Deconstruction of Dementia
  In: Fürstaller, Maria/Datler, Wilfried/Wininger, Michael (eds.): On the History and Self-Image of Psychoanalytic Education
  Opladen: Budrich, pp. 217-234
  Fulltext on Research Gate
  Fulltext on Academia

  Editorships

  Grosche, Michael / Gottwald, Claudia / Trescher, Hendrik (2020):
  Diskurs in der Sonderpädagogik.
  Discourse in Special Needs Education.
  Conflicting Positions. Munich et al: Reinhardt.
  
  Grosche, Michael / Gottwald, Claudia / Trescher, Hendrik (2019-2020):
  Themenstrang Diskurs in der Sonderpädagogik – Sonderpädagogik im Diskurs.
  Discourse in Special Needs Education – Special Needs Education in Discourse.
  In: Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete (VHN).

  Expertise

  Trescher, Hendrik (2016):
  Elections. Voting Rights of Persons with Disabilities and their Right to Run in Elections. 
  German Institute for Human Rights (ed.): Implementation of Selected OSCE Commitments on Human Rights and Democracy in Germany. Independent Evaluation Report on the occasion of the German OSCE Chairmanship 2016, pp. 83-93.
  Fulltext/Open Access

  Trescher, Hendrik (2016):
  Wahlrecht von Menschen mit Behinderung
  Suffrage for People With Disabilities
  In: German Institute for Human Rights (ed.): The Implementation of Selected OSCE Commitments on Human Rights and Democracy in Germany
  Independent evaluation report on the occasion of the German OSCE Chairmanship 2016, pp. 96-108
  Fulltext/Open Access

  Project Completion Reports

  Trescher, Hendrik together with Katzenbach, Dieter; Börner, Michael; Nothbaum, Peter; Ebe, Sophie; Fehl Moritz (2022):
  Abschlussbericht der wissenschaftlichen Begleitforschung zum Projekt "Kommune Inklusiv"
  Final report of the scientific accompanying research on the project "Kommune Inklusiv" (Inclusive Municipalities)
  
  

  Trescher, Hendrik (2019):
  Abschlussbericht „Barrierefreiheit und kognitive Beeinträchtigung“.
  Final report "Accessibility and Cognitive Impairment". 
  Federal Ministry of Labour and Social Affairs (BMAS, forthcoming.

  Trescher, Hendrik (2019):
  Abschlussbericht „Barrierefreiheit und kognitive Beeinträchtigung“. Übersetzung in Leichter Sprache.
  Final report "Accessibility and Cognitive Impairment". Translation in Easy Language.
  Federal Ministry of Labour and Social Affairs (BMAS, forthcoming.

  Trescher, Hendrik together with Katzenbach, Dieter; Börner, Michael; Hauck, Teresa; Knöß Davin (2019):
  Zwischenbericht der wissenschaftlichen Begleitforschung zum Projekt "Kommune Inklusiv"
  Interim report of the scientific accompanying research on the project "Kommune Inklusiv" (Inclusive Municipalities)“

  Series Editorship

  From 2017, Co-editor of the Series “Frankfurter Beiträge Zur Erziehungswissenschaft” (Frankfurt Contributions to Educational Science)" (established by Frank-Olaf Radtke)

• Inhalt ausklappen Inhalt einklappen Lecturing Work

  05/24/2023
  - Kommune Inklusiv: Ergebnisse und Ausblick
  - Inclusive community: results and outlook
  Aktion Mensch, Bonn

  04/17/2023
  - Kommune Inklusiv: Rückschau und Reflexionen II
  - Inclusive community: Review and Reflections II
  Aktion Mensch, Bonn

  04/24/2023
  - Inclusion and Tourism in the balkan Aerea
  University of Tirana, Tirana

  03/13/2023
  - The Future of local social developmet
  London, University of London

  02/14/2023
  - Kommune Inklusiv: Rückschau und Reflexion
  - Inclusive community: Review and Reflections
  (together with Dieter Katzenbach)
  Mainz

  02/02/2023
  - Leben und Wohnen als pädagogische Herausforderung in der stationären Kinder- und Jugendhilfe, sowie in der Altenhilfe.
  Keynote der Jahrestagung des Instituts für familiale und öffentliche Erziehung, Bildung und Betreuung e.V.
  - Living and housing as a pedagogical challenge in inpatient child and youth care, as well as in elderly care.
  Keynote at the annual conference of the Institute for Family and Public Education, Training and Care e.V.
  (in cooperation with the Department of Educational Sciences of the Goethe University)
  Goethe-Universität, Frankfurt am Main

  10/13/2022
  - Partizipation und Netzwerkstrukturen in Inklusionsprojekten. Chancen, Risiken, Perspektiven (Workshop)
  - Participation and Network Structures in Inclusion Projects. Chances, Risks, Prospects (workshop)
  Protestant University of Applied Sciences (EvH) in Bochum, conference: s_innovation. Shaping Society – Scientific, Diverse, Accessible, Participatory

  09/30/2022
  Sexualität bei Menschen mit ‚geistiger Behinderung‘. Paradoxien von Selbstbestimmung zur Diskussion
  - Sexuality in People With 'Mental Disabilities'. Paradoxes of Self-Determination for Discussion
  Halle an der Saale, conference: Disabled/Frustrated Sexuality.  Relationships Between People With Mental Disabilities, Support, Enable, Accompany, Protect.

  09/26/2022
  - Inklusive Netzwerke gestalten (Workshop)
  - Designing Inclusive Networks (workshop)
  Forchheim, City of Erlangen (together with Dieter Katzenbach)

  07/22/2022
  - Allgemeine Sonder- und Heilpädagogik. Eine theoretische Standortbestimmung
  - General special and remedial education. A Theoretical Position Statement
  University of Koblenz-Landau

  06/01/2022
  - Wohnen heißt Zuhause zu sein. Über das Wohnheim als Zuhause, Fragen von Aneignung, Würdeerhalt und dem Privaten (Ganztagsworkshop)
  - Living Means to Be at Home. On the Residence as Home, Questions of Appropriation, Preservation of Dignity and the Private Sphere (full-day workshop)
  Schweinfurt, Lebenshilfe Bayern

  05/19/2022
  - Lebensentwürfe von Menschen mit „geistiger Behinderung“
  - Life Plans of People With "Mental Disabilities"
  Mosbach, symposium organized by the Johannes Diakonie:  Way of Life – Life Achievement – Life Story

  05/14/2022
  - "Social Construction of What?" – Ian Hacking and his impact on inclusion
  University of Ljubljana

  05/13/2022
  - Was heißt eigentlich ‚Wissenschaftliche Begleitung‘? Am Beispiel des Projekts ‚Kommune Inklusiv‘
  - What Does ‘Scientific Monitoring’ Actually Mean? Example of the 'Inclusive Community' project
  Friedrich Alexander University | Erlangen, Nuremberg

  03/28/2022
  - Hin zur inklusiven Kommune?
  - Towards an inclusive municipality?
  Bonn, Aktion Mensch (together with Dieter Katzenbach)

  02/18/2022
  - Sexualität und Selbstbestimmung und (komplexe) Behinderung – Paradoxien zur Diskussion
  - Sexuality and Self-Determination and (Complex) Disability – Paradoxes for Discussion
  Halle an der Saale, symposium: Disabled/Frustrated Sexuality – Between Protection and Enabling

  12/13/2021
  - Soziale Probleme in der Totalen Institution. Lebenslagen von Menschen mit Behinderungen während der Corona-Pandemie
  - Social Problems in the Total Institution. Living Conditions of People With Disabilities During the Corona Pandemic
  Siegen, lecture series "Others as a Danger - the Endangerment of Others.  The Pandemic as a Social Problem" organized by the German Sociological Association

  12/02/2021
  - Inklusion als Aneignung im Sozialraum
  - Inclusion as Appropriation in Social Space
  University of Fribourg /Switzerland

  11/15/2021
  - Ambivalenzen pädagogischen Handelns im Kontext der Gestaltung von Wohnangeboten für Menschen mit "geistiger Behinderung"
  - Ambivalence of Educational Action in the Context of the Design of Housing for People With “Mental Disabilities”
  Landshut, symposium organized by Lebenshilfe Bayern

  11/11/2021
  - Politische Partizipation von Menschen mit Behinderung stärken
  - Strengthening the Political Participation of People With Disabilities
  Nuremberg, ConSocial

  09/28/2021
  - Einblicke in innovative, inklusive Sozialraumkonzepte
  - Insights into Innovative, Inclusive Social Space Concepts
  Freiburg im Breisgau, German Caritas Association

  09/24/2021
  - Zur Professionalisierungsbedürftigkeit pädagogischen Handelns am Beispiel integrativer Kindertageseinrichtungen
  - On the Need to Professionalize Educational Activity Taking Integrative Day Care Centers for Children as an Example
  University of Innsbruck 2nd Innsbruck Symposium on Elementary Education (with Michael Börner)

  09/24/2021
  - Behinderung als Praxis. Inklusion als Kritik. Empirische Ergebnisse und theoretischer Überbau
  - Disability as Practice. Inclusion as Criticism. Empirical Results and Theoretical Superstructure
  University of Zurich

  09/16/2021
  - Ambivalenzen von Teilhabe und Inklusion. Ethnographische Sozialraumbegehungen als Werkzeug teilhabe-orientierter Forschung
  - Ambivalence of Participation and Inclusion. Ethnographic Visitations of Social Spaces as a Tool for Participation-Oriented Research
  Munster in Westphalia, 2nd Congress on Participation Research

  09/15/2021
  - Institutionalisierte Lebensbedingungen von Menschen mit sogenannter geistiger Behinderung in Zeiten von Corona
  - Institutionalized Living Conditions of People With What Are Referred to as Mental Disabilities in Times of Corona
  Munster in Westphalia, 2nd Congress on Participation Research

  07/14/2021
  - Wo fängt Inklusion an und wo hört sie ggf. auf?
  - Where Does Inclusion Begin and Where Does It End?
  Workshop on the possibilities and limitations of inclusion planning, virtual, Aktion Mensch

  05/28/2021 - Reflections on Easy Language
  International Easy Language Day Conference (IELD) 2021
  Mainz

  04/28/2021
  - Strategieentwicklung in der kommunalen Inklusionsplanung
  - Strategy Development in Communal Inclusion Planning
  Bonn, workshop, Aktion Mensch

  04/46/2021
  - Selbstermächtigung und Beteiligung von Menschen mit Behinderung im (kommunalen) Inklusionsprozess; Empowerment und Inklusion (k)ein Gegensatz
  - Self-Empowerment and the Participation of People With Disabilities in the (Municipal) Inclusion Process; Empowerment and Inclusion (Not) An Antithesis
  Paderborn, conference: With Us to We.  Inclusion in Paderborn
  
  

  04/09/2021
  - Einführung in die Verfahren der Objektiven Hermeneutik
  - Introduction to the Methods of Objective Hermeneutics
  Marburg, Philipps University Marburg

  03/25/2021
  - Empowerment und Menschen mit kognitiver Beeinträchtigung
  - Empowerment and People with Cognitive Impairment
  Marburg, conference: Empowerment in Medical Discourse – Opportunities and Challenges at the Interface of Neurology and Palliative Care.

  03/03/2021
  - Raum für Inklusion?
  - Room for Inclusion?
  Marburg, Network Inclusion

  11/25/2020
  - Inclusive Community in Schwäbisch Gmünd
  - Kommune Inklusiv in Schwäbisch Gmünd
  Schwäbisch Gmünd, City of Schwäbisch Gmünd

  11/03/2020
  - Inclusive Community – Support for a Pilot Project
  - Kommune Inklusiv – Begleitung eines Pilotprojekts
  Bonn, Governing Body Aktion Mensch (together with Dieter Katzenbach)

  10/28/2020
  - Politische Partizipation von Menschen mit Behinderung stärken
  - Strengthening the Political Participation of People With Disabilities 
  ConSocial, Nuremberg

  09/02/2020
  - Kommune Inklusiv?! - Aufbau und (Zwischen-)Ergebnisse eines Projekts zur kommunalen Verwirklichung von Inklusion
  - Inclusive Community?! – Establishment and (Intermediate) Results of a Project for the Communal Realization of Inclusion 
  Nieder-Olm Association of Municipalities, Committee for Generations, Social Affairs, Culture and Migration of Nieder-Olm Association of Municipalities

  06/26/2020
  - Ambivalenzen von Barrierefreiheit, Ambivalenzen ‚Leichter Sprache‘ & ‚Geistige Behinderung‘ als Ausschlusskategorie
  - Ambivalences of accessibility, ambivalences of 'easy language' & 'mental disability' as a category of exclusion.
  Inclusive Community – Workshop on the Review of Previous Scientific Results III (together With Michael Börner, Dieter Katzenbach, David Knöß, Teresa Hauck) virtual, Aktion Mensch
  

  06/25/2020
  - Reichweite in den Sozialraum & Inklusionspotenzial Freizeit
  - Outreach Into the Social Sphere & Inclusion Potential Leisure Time
  Inclusive Community – Workshop on the Review of Previous Scientific Results II (together With Michael Börner, Dieter Katzenbach, David Knöß, Teresa Hauck) virtual, Aktionensch

  06/18/2020
  - Unscharfe Inklusionsverständnisse
  - Blurred Understanding of Inclusion
  Inclusive Community – Workshop on the Review of Previous Scientific Results I (together With Michael Börner, Dieter Katzenbach, David Knöß, Teresa Hauck) virtual, Aktion Mensch

  02/25/2020
  - Einführung in die Taktik des Fußballs inklusiv erklärt II
  - Introduction to football tactics explained II
  Frankfurt am Main, Maison Schmitt

  02/07/2020
  - Ambivalences of so-called „Easy Language"
  Dortmund, conference on diversity in cognition (together with Teresa Hauck)

  01/23/2020
  - Reflexionen von Inklusion
  - Reflections on Inclusion
  Neu-Isenburg, Demokratie Leben

  01/13/2020
  - Sozialraum(entwicklung) und Inklusion
  - Social Space (Development) and Inclusion 
  Heidelberg, Rhein Neckar District Inclusion Advisory Board
  

  12/09/2019
  - Einführung in die Taktik des Fußballs inklusiv erklärt I
  - Introduction to the Tactics of Soccer Explained Inclusively I
  Frankfurt am Main, Maison Schmitt

  11/15/2019
  - Inklusive Räume oder „Territorien der Anderen?“
  - Inclusive Spaces or "Territories of the Other?"
  University of Klagenfurt  (Austria), 'DISTANte RÄUME' conference (with Teresa Hauck)

  09/26/2019
  - Discourse in Special Needs Education – Special Needs Education in Discourse:  Presentation and Discussion of an Innovative Book Project
  University of Wuppertal, annual conference of the German Educational Research Association (DGfE) 2019 (with Claudia Gottwald and Michael Grosche)

  09/18/2019
  - Einstellungen zum Thema Inklusion - Ergebnisse aus der Auswertung eines deutschlandweiten Surveys
  - Attitudes toward Inclusion – Results of the Evaluation of a Nationwide Survey in Germany
  Bonn, Aktion Mensch e.V.

  08/06/2019
  – People with intellectual disabilities and the relationship to their birth family
  IASSIDD 2019
  Glasgow (UK), IASSIDD 2019

  06/13/2019
  – Zur Beforschung von Sozialräumen
  - On Researching Social Spaces 
  Nieder-Olm Association of Municipalities

  06/05/2019
  - Sozialraum Surveys – Ergebnisse, Perspektiven, Grenzen
  - Social Space Surveys – Results, Perspectives, Limits
  Schneverdingen, inclusive Community

  05/20/2019
  - Inklusion – Raum – Barrierefreiheit (Podiumsdiskussion)
  - Inclusion – Space – Accessibility (panel discussion)
  Philipps University Marburg

  04/03/2019
  - Inklusion und Bewusstsein – Inklusion ist Krisenhaft
  - Inclusion and Consciousness – Inclusion is Crisic 
  Nieder-Olm Association of Municipalities, Aktion Mensch e.V.

  04/02/2019
  - Herausforderungen und Perspektiven der Pädagogik bei Beeinträchtigungen der geistigen Entwicklung.
  - Challenges and Perspectives of Education with Impairments in Intellectual Development. 
  Leibniz University of Hanover

  04/02/2019
  - Pädagogisches Handeln – Verstehen als Perspektive
  - Educational Action – Understanding as a Perspective
  Leibniz University of Hanover

  03/18/2019
  - Pädagogisches Handeln und Inklusion. Ambivalenzen, Herausforderungen, Perspektiven.
  - Educational Action and Inclusion.  Ambivalence, Challenges, Perspectives
  Zweibrücken, Caritas Speyer

  01/23/2019
  - Pädagogische Projekte – ein Überblick
  - Educational Projects – An Overview
  Philipps University Marburg (with Teresa Hauck)

  01/18/2019
  - Inklusionsmaschine Stadt (Podiumsdiskussion)
  - Inclusion Machine City (panel discussion)
  Munich University of Applied Sciences (HM), workshop talks

  12/05/2018
  – Inklusion in der Kita. Dekonstruktion als kritische Reflexion
  - Inclusion in the Daycare Center. Deconstruction as Critical Reflection
  Cologne University of Applied Sciences/University of Cologne, Forum for Inclusive Education

  11/09/2018
  - Behinderteneinrichtungen und das Inklusionsparadigma. Transformationen, Hürden und Potenziale
  - Facilities for the Disabled and the Inclusion Paradigm. Transformations, Hurdles and Potentials 
  Lucerne University of Applied Sciences and Arts, Lucerne Conference on the 2018 Convention on the Rights of Persons with Disabilities (CRPD)

  10/24/2018
  - Behinderung als Praxis. Inklusion als Kritik
  - Disability as Practice. Inclusion as Criticism
  Landau, University of Koblenz-Landau

  10/23/2018
  - Kommune Inklusiv. Begleitung eines Pilotprojekts
  - Inclusive Community. Support for a Pilot Project
  Bonn, Aktion Mensch e.V. (together with Dieter Katzenbach)

  10/16/2018
  - 'Kognitive Beeinträchtigung' und (Barriere)Freiheit
  - 'Cognitive Impairment', Accessibility and Freedom
  Berlin, Federal Centre of Expertise on Accessibility

  10/11/2018
  - 'Lebensentwürfe von Menschen mit 'geistiger Behinderung' - methodische Reflexionen zu objektiv hermeneutische Analysen
  - 'Life Plans of People With 'Mental Disabilities' – Methodical Reflections on Objective Hermeneutic Analyses 
  Munster, Catholic University of Applied Sciences of North Rhine Westphalia

  09/27/2018 
  - Raum und Inklusion
  - Space and Inclusion
  University of Hamburg, 53rd Workshop organized by the Section for Special Needs Education at the German Educational Research Association (DGfE) (with Teresa Hauck)

  09/14/2018
  - Ermächtigungspraxen von ‚Menschen mit geistiger Behinderung‘
  - Empowerment Practices of 'People with Mental Disabilities'
  Technical University of Munich, Diversity Network Meeting

  09/04/2018
  – Inklusion – denken und machen
  - Inclusion – Thinking and Doing
  City of Erlangen, Aktion Mensch e.V. (with Michael Börner)

  06/15/2018
  - Inklusion - Maßnahmen – Evaluation
  - Inclusion – Measures – Evaluation
  Goethe University Frankfurt (with Michael Börner)

  06/12/2018
  - Behinderung als Praxis. Inklusion als Kritik
  - Disability as Practice. Inclusion as Criticism
  University of Kassel

  06/01/2018
  - Inklusion und Profession. Zur Ambivalenz einer normativen Idee
  - Inclusion and Profession. On the Ambivalence of a Normative Idea
  University of Rostock, KLGH

  25.05.2018 – Perspektiven des ambulant betreuten Wohnens
  Lebenshilfe Frankfurt am Main e.V. (mit Teresa Hauck)
  Frankfurt am Main

  05/08/2018
  – Barrierefreiheit und kognitive Beeinträchtigung
  - Accessibility and Cognitive Impairment
  Frankfurt am Main, BAR Working Group "Accessible Environmental Design"

  04/25/2018
  - Inklusion als Herausforderung integrativer Kindertageseinrichtungen
  - Inclusion as a Challenge for Integrative Child Day Care Facilities
  Goethe University Frankfurt

  03/15/2018
  - Barrierefreiheit und politische Partizipation
  - Accessibility and Political Participation 
  Berlin, Council of Persons with Disabilities

  02/28/2018
  - Was heißt Inklusion?
  - What Does Inclusion Mean?
  Cologne, symposium on the "Inclusive Community" project

  02/26/2018
  - Inklusion und Evaluation
  - Inclusion and Evaluation
  Goethe University Frankfurt (with Michael Börner)

  01/22/2018
  - Behinderung als Praxis - Inklusion als Kritik: Autismus Dekonstruieren?!
  - Disability as Practice – Inclusion as Criticism: Deconstruct Autism?!
  Martin Luther University, Halle-Wittenberg

  01/22/2018 
  - Pädagogik bei geistiger Behinderung - Verstehen
  - Understanding – Education with Mental Disabilities 
  Martin Luther University, Halle-Wittenberg

  12/12/2017
  - Inklusion evaluieren?!
  - Evaluate Inclusion?!
  Schwäbisch Gmünd, Inclusive Community

  12/11/2017
  - Care Environments for People with Severe Challenging Behaviour
  Aurora, Bristol

  11/18/2017
  - Kita und Dekonstruktion. Inklusion als Herausforderung für integrative Kindertageseinrichtungen
  - Daycare Center and Deconstruction. Inclusion as a Challenge for Integrative Child Day Care Facilities
  Karlsruhe University of Education (with Teresa Hauck and Michael Börner), Future Forum for Educational Research, Early Education 2.0? (Research) Discourses in the Pedagogy of Childhood. Early, Primary and Social Education in Dialogue

  10/26/2017
  - Pflege. Wer, wie, wann und die Frage nach der Würde
  - Care. Who, How, When and the Question of Dignity 
  Tübingen/University of Tübingen, INTERNATIONAL CENTER FOR ETHICS IN THE SCIENCES AND HUMANITIES (IZEW)

  10/26/2017
  - Demenz. Kritische Perspektiven
  - Dementia. Critical Perspectives
  University of Tübingen, Expert Discussion on the Materia Project

  10/19/2017 
  - Disability between Social Construction and Affective Experience
  Goethe University Frankfurt, 7th international conference "The Social Pathologies of Contemporary Civilization"

  09/12/2017
  - Bürokratie und Behinderung. Zur Praxis des ‚Behindert-werdens‘ im Hilfesystem
  - Bureaucracy and Disability.  On the Practice of ‘Becoming Disabled’ in the Help System
  University of Göttingen, Diversity Network Meeting "Intersectionality Perspectives in Diversity Research".

  07/13/2017
  – Behinderung als Praxis. Der Versuch der Entwicklung einer Theorie und die Krux mit der Normativität
  - Disability as Practice. The Attempt to Develop a Theory and the Crux of Normativity 
  University of Cologne, Workshop by the Working Group Theories and Concepts in Special Education

  07/06/2017
  - Inclusive Leisure Time for People with Cognitive Disabilities vs. A Disabling Care System
  Lausanne, ALTER Conference

  06/24/2017
  - The Role of the Birth Family for People with intellectual Disabilities
  International Symposium ‚FAMILIES, RIGHTS & DISABILITY, University of Innsbruck

  06/16/2017
  - Geistige Behinderung als Praxis
  - Mental Disability as Practice
  University of Würzburg, KLGH

  05/22/2017
  - Behinderung als Praxis. Inklusion als Kritik
  - Disability as Practice. Inclusion as Criticism
  Philipps University Marburg

  04/04/2017
  - Workshop für PraktikerInnen: Stationäres Wohnen gestalten
  Goethe University Frankfurt

  03/06/2017
  - Rostock auf dem Weg zur Kommune Inklusiv begleiten
  - Accompanying Rostock on Its Way to Becoming an Inclusive Municipality 
  City of Rostock

  03/02/2017
  - Schneverdingen auf dem Weg zur Kommune Inklusiv begleiten
  - Accompanying Inclusion Scientifically. Kick-off of the Model Project “Inclusive Community”
  Schneverdingen

  02/13/2017
  - Verbandsgemeinde Nieder-Olm auf dem Weg zur Kommune Inklusiv begleiten
  - Accompanying the Nieder-Olm Association of Municipalities on Their Way to Becoming an Inclusive Municipality
  Nieder-Olm Association of Municipalities

  02/10/2017
  - Schwäbisch Gmünd auf dem Weg zur Kommune Inklusiv begleiten
  - Accompanying the Nieder-Olm Association of Municipalities on Their Way to Becoming an Inclusive Municipality
  City of Schwäbisch Gmuend

  02/07/2017
  - Wohin mit dem Wohnheim? – Institutionsanalyse und Organisationsentwicklung in der Stationären Behindertenhilfe
  - Where to Go With the Residential Home? – Institutional Analysis and Organizational Development in Inpatient Care for the Disabled
  Lebenshilfe Frankfurt am Main e.V.

  02/03/2017
  - Inklusion wissenschaftlich begleiten. Kick-Off des Modellprojekts Kommune Inklusiv
  - Accompanying Inclusion Scientifically. Kick-off of the Model Project “Inclusive Community”
  Bonn, Aktion Mensch

  01/22/2017
  - Subjekt und Behinderung
  - Subject and Disability
  University of Leipzig

  12/09/2016
  - Partizipative Forschung und Forschendes Lernen
  - Participatory Research and Research-Based Learning 
  Lebenshilfe Frankfurt e.V.

  09/27/2016
  - Exploring Emotions within Contexts of Education
  University of Tel Aviv

  09/26/2016
  - Qualitative Methods in the Field of Social and Educational Science
  University of Tel Aviv

  09/21/2016
  - Wider der Versorgungspragmatik. Inklusion als Kritik gouvernementaler Behinderungspraxen
  - Against the Pragmatics of Care.  Inclusion as a Critique of Governmental Disability Practices
  University of Paderborn, German Educational Research Association (DGfE), Special Needs Education Section

  09/16/2016
  - Vermittlung und Entwicklung qualitativer Methoden im Kontext interprofessioneller Handlungsansätze in Public Health
  - Teaching and Development of Qualitative Methods in the Context of Interprofessional Approaches in Public Health
  Alice Salomon University of Applied Sciences Berlin

  09/02/2016
  - Ziele und Aufgaben einer inklusiven Pädagogik
  - Aims and Tasks of Inclusive Education 
  University College of Teacher Education Vienna/Krems

  08/26/2016 – Projects using qualitative Methods
  University of Ljubljana

  07/07/2016
  - Vermittlung und Entwicklung eines qualitativen Methodenprogramms für die Pflege- und Gesundheitswissenschaften
  - Imparting and Developing a Qualitative Methodology Program for Nursing and Health Sciences.
  Philosophical-Theological Vallendar

  05/28/2016
  - Inklusive Freizeit für Menschen mit geistiger Behinderung. Chancen, Barrieren, Perspektiven
  - Inclusive Leisure Time for People with Mental Disabilities.  Opportunities, Barriers, Prospects
  University of Koblenz-Landau

  05/28/2016
  – Wohnräume als methodische Herausforderung
  - Living Spaces as a Methodological Challenge 
  Universität Koblenz-Landau

  01/16/2016
  – Aktuelle Herausforderungen der Heilpädagogik
  - Current Challenges in Remedial Education
  MSB Medical School Berlin

  01/08/2016
  – Wohnen und kognitive Beeinträchtigung
  - Living and Cognitive Impairment 
  Goethe-Universität Frankfurt

  12/15/2015
  - Inklusion. Begriff und Empirie
  - Inclusion.  Concept and Empiricism
  Goethe-Universität Frankfurt

  09/15/2015
  - Institutionalisiertes Leben! Institutionalisiertes Denken?
  - Institutionalized Life! Institutionalized Thinking?
  Goethe University Frankfurt

  07/14/2015
  - Mediale Repräsentanz von Behinderung
  - Representation of Disability in the Media
  Goethe University Frankfurt

  04/10/2015
  - Heilpädagogik und Inklusion. Ein Spannungsverhältnis?
  - Remedial Education and Inclusion. A Charged Relationship? 
  Hochschule Niederrhein University of Applied Sciences

  04/10/2015
  - Inklusion und Disability Studies als konzeptionelle Grundlagen in der heilpädagogischen Praxis und sozialen Arbeit
  - Inclusion and Disability Studies as Conceptual Foundations in Remedial Education Practice and Social Work 
  Hochschule Niederrhein University of Applied Sciences

  11/26/2014
  - Sozialpädagogische Arbeit mit Menschen mit Beeinträchtigungen im Spannungsfeld heilpädagogischer Beziehungsarbeit und Inklusion
  - Socio-Educational Work With People With Disabilities in the Sphere of Tension Between Relational Work in Remedial Educational and Inclusion 
  Darmstadt University of Applied Sciences

  11/13/2014
  - Teilhabe von Menschen mit geistiger Behinderung. Empirische Erkenntnisse zu einem diskursiven Problem
  - Participation of People with Mental Disabilities. Empirical Insights into a Discursive Problem
  Technical University of Dortmund

  07/26/2014
  - Zielperspektive Inklusion?!
  - Target Perspective Inclusion?!
  Frankfurt am Main, conference held by Lebenshilfe

  07/14/2014
  - Freizeit inklusive!
  - Leisure Time Inclusive! 
  City of Frankfurt on Main

  10/14/2013
  - Inklusion als pädagogische Herausforderung
  - Inclusion as an Educational Challenge
  Goethe University Frankfurt

  10/12/2013
  - „Demenz“ rekonstruieren. Objektiv-hermeneutische Analysen von Lebenslagen demenziell erkrankter Menschen im Heim
  - Reconstructing "Dementia". Objective-Hermeneutic Analyses of the Living Conditions of Dementia Patients in the Institutional Care Setting 
  University of Vienna, German Educational Research Association (DGfE)

  06/19/2013
  - Teilhabe von Menschen mit geistigen Behinderungen in Frankfurt
  - Participation of People With Mental Disabilities in Frankfurt
  Goethe University Frankfurt

  12/03/2012
  - Der Wert ethnographischer Beobachtungen
  - The Value of Ethnographic Observations
  Goethe University Frankfurt

  06/26/2012
  - Tagungsworkshop Objektive Hermeneutik
  - Objective Hermeneutics (conference workshop)
  Goethe-Universität Frankfurt

• Inhalt ausklappen Inhalt einklappen Dissertation Projects Currently Under Supervision

  Gerhard Suder
  Interfaces in pool models of school support - an empirical study from a systems theory perspective
  
  Pool models of school support services are currently being trialled in many places for the further development of inclusive schools. This brings together three organisations - service performers, service providers and schools - that do not normally work together in this constellation. Despite increasing research activities on the topic, there has been a lack of systematic, theory-based studies that analyse the perspectives at the organisational level in particular. Based on Niklas Luhmann's theory of social systems, the research project poses the question: "What connection potentials exist between the organisations involved in the pool model of school support from a systems theory perspective?"
  
  The central assumption of Niklas Luhmann's theory of social systems is the consistent separation of system and environment. According to this theory, social systems are operationally closed and act self-referentially. Luhmann views the actions of social systems as communication with the environment. The aim of communication is to maintain this (autopoiesis).
  
  The systems theory perspective opens up a view of the individual interests, needs and scope of action of the organisations working together here. All organisations involved in the pool model are to be understood as an independent system, while the other organisations are part of its environment. The systems of service provider, service provider and school are each analysed individually and in their joint communication.
  
  To answer the research question(s), semi-structured guideline-based expert interviews are conducted with decision-makers from pool model projects in northern Germany. The interviews will be analysed using qualitative content analysis according to Kuckartz and Rädiker.
  
  Contact: gerhard.suder@uni-marburg.de
  
  

  Sarah Rouschal
  Relationship Work in Trauma Education: Opportunities and Limitations of Relationship Work Based on the Concept of Trauma Education Within Inpatient Child and Youth Welfare Services

  Residential education as a concrete form of residential care for children and young people is a steadily growing and frequent measure for educational assistance in the German welfare state.  Although the placement of young people in residential groups is said to be effective, many facilities fail at the actual chance these provide to give young people safe and corrective bonding experiences.  The opportunity arises from the theoretical view of residential education as an attachment-oriented construct, which can be considered using J. Bowlby's attachment theory. Nevertheless, this fact does not mean that residential education is to be understood as an attachment-oriented practice, because (inter)national research indicates that this mission has yet to be accomplished.  Consequently, conditions of residential education can be identified that limit or even prevent relational work.  Such limits can sometimes exist on a structural level and be exemplified by a lack of a guiding concept for the facility, a lack of basic educational outlook on the part of the professionals, and the psychological trauma/disorders suffered by the young people.
  The relatively new field of trauma education is based, among other things, on J. Bowlby's attachment theory and thereby creates a link to the meaning of psychological trauma.
  From a purely conceptual point of view, this creates a commitment-oriented framework that is being used more and more in the inpatient context. However, whether the concept can really lead to the establishment of attachment-oriented practice in residential education remains to be explored.
  Accordingly, the aim of the dissertation is to explore the opportunities and limitations of relationship work based on the concept of trauma education within inpatient child
  and youth welfare services.
  Using semi-structured guided interviews, educational professionals from the field of residential education are to be asked about the concept of trauma education.  A qualitative content-analytical evaluation method generates the categorical possibilities and limitations relevant to the research questions.

  Contact: sarahrouschal@googlemail.com
  
  

  Peter Nothbaum
  Assisted Sexuality in the Context of People With ‘Mental Disabilities’.
  A Critical Reflection on Active Sexual Assistance Services
  
  The doctoral project addresses a field that has long been taboo.  It was only in the course of what is known as the paradigm shift, which aims at normalizing the living conditions of people with 'mental disabilities', that greater importance was attributed to it.  Nevertheless, it was difficult at times to redeem the self-determined sexuality that was demanded in this context.
  Several studies (Trescher 2015, 2017a, 2017b, 2018) have found that people with 'mental disabilities' are exposed to violations of privacy and have little personal agency.  The question arises as to how self-determined sexuality can be practiced at all under these conditions.  According to the widespread view held in reference sciences, active sexual assistance services ought to provide a remedy in this context.  Although a wealth of publications exist on this subject, most of them have a hands-on approach and are seldom based on theory or research.  Questions about notions of 'mental disability', 'self-determination' and 'sexuality' are largely disregarded.  However, it is important to take these into consideration, because the field of self-determined sexuality is marked by profound tensions anyway; and when transferred to the field of 'mental disability', the field of tension is potentiated.
  Employing a qualitative research approach, practices of active sexual assistance will be reconstructed, viewed from multiple perspectives, and reflected upon.  For this purpose, topical interviews are being be conducted with persons who are directly or indirectly involved in providing active sexual assistance services to people with what are referred to mental disabilities.  The interviews are being evaluated using the objective hermeneutics method.
  
  Contact: peter.nothbaum@uni-marburg.de
  
  
  

  Sonja Weidmann
  Un/ Doing Behavioural Problems
  
  The doctoral project entitled "Un/Doing Behavioural Problems - Stigmatization, Normalization or Negation of Conspicuous Behaviour in Children" addresses a field of educational tension in which behavior marked as conspicuous, deviant, or problematic in children is often met with exclusionary practices.  With the help of the fabrication of a medical or special needs diagnosis for a "behavioral disorder", it is not uncommon for school-age children to begin a career at a special needs school accompanied by the associated experience of stigmatization. Other possible practices might include negation – that is, the purposeful un-doing or non-categorization of child behavior even when the behavior is perceived as not meeting normative expectations; or normalization in the sense of reinterpreting or disciplining a behavior.
  Educational interactions take place in an institutional space shaped by power relations, within which the educators' expectations of normality and differentiations between normal and "conspicuous" can lead to the production of social constructs.  In this research project, the production ("doing") of the category "behavioral abnormality" as well as practices of "undoing" will therefore be examined with regard to complex power relations.  Under the meta-theoretical conditions of the documentary method, participant observations and interviews will be conducted and subsequently evaluated by means of these interviews.

  Primary supervisor: Prof.  Dr Hendrik Trescher, Second Supervisor: Prof.  Dr Florian Kiuppis (Catholic University of Freiburg)

  Contact: weidmann@posteo.de
  
  

  Anna Lamby
  The Perception of Child and Adolescent Psychotherapists With Regard to What Is Referred to as Mental Disability
  
  With a view to child and adolescent psychotherapy in the context of what is referred to as mental disability, processes of exclusion and impaired participation become clear.  In this dissertation project, child and adolescent psychotherapy is understood – according to Foucault – as discourse and disability –  according to Trescher – as practice that takes place whenever subjects encounter barriers to participation in discourse in certain situations.  Particularly with regard to child and adolescent psychotherapy in the context of what is referred to as called mental disability, barriers to participation in the discourse become apparent – among other things, due to access being restricted or denied.  The question arises as to what extent child and adolescent psychotherapy as a discourse explicitly produces disability or can reduce it?  Following on from this, this doctoral project aims to identify possible (latent) barriers to participation in discourse in child and adolescent psychotherapy.  To determine this, the understanding of child and adolescent psychotherapists with regard to what is referred to as mental disability will be investigated and it will be ascertained how what is referred to as mental disability is construed in this context.  In doing so, questions are also explored regarding the extent to which the discourse in child and adolescent psychotherapy (in the context of the understanding of what is referred to as mental disability) presents itself as 'disabled' or 'disabling'.  In the course of this, the question is also raised concerning possible recommendations for action which result from the understanding of child and youth psychotherapists with regard to what is referred to as mental disability.
  Since the current state of research regarding the understanding of what is referred to as mental disability as well as regarding child and adolescent psychotherapy in the context of mental disability is still largely unexplored, this dissertation project addresses several desiderata.
  In order to examine the preceding research questions, guided interviews with child and adolescent psychotherapists will be conducted and evaluated by employing qualitative and reconstructive-hermeneutic methods. This should reveal the (latent) barriers to participation in discourse for people with what is referred to as mental disability in child and adolescent psychotherapy.
  
  Contact: anna.lamby@uni-marburg.de
  

  
  Verena Wahl, MA:
  Use of consumer technology for the self-determined leisure activities of people with mental disabilities
  
  The use of technology has meanwhile found its way into all areas of life.  Individuals with mental disabilities also benefit from the potential that technology offers and gain more freedom and autonomy as a result.  The dissertation project is associated with the call to investigate the use of individualized consumer technology for the leisure activities of adults with mental disabilities.  In this context, the interplay between different mechanisms of action that constitute a disability or have an impact on participating in leisure is examined in more detail.
  To this end, problem-centered interviews are conducted and participant observations carried out in a methodological triangulation, with persons with mental disabilities and their relatives during the appropriation phase for individualized consumer technology and these are evaluated reconstructively using the documentary method.
  The dissertation project is embedded in the research project "InstAgT – Individual Socio-Technical Arrangements for the Social Participation of People With Cognitive Impairments" funded by the German Federal Ministry of Education and Research (BMBF), which is being conducted at the Catholic University of Applied Sciences Freiburg in cooperation with Hochschule Furtwangen University and Karlsruhe University of Applied Sciences (https://www.kh-freiburg.de/instagt).
  Primary supervisor: Prof.  Dr Hendrik Trescher, Second Supervisor: Prof. Dr Florian Kiuppis (Catholic University of Freiburg)
  
  Contact: https://www.kh-freiburg.de/de/contact/wahl-verena_1536?
  
  
  

  Silvia Rügner, MA:
  Moving Out of the Parental Home Under Disabling Circumstances.  Designs for Leaving the Parental Home by Persons With Physical Disabilities.
  
  This dissertation project explores the question of how individuals with physical disabilities experience the initial transition from the parental home to a new residential setting.  To this end, persons with physical impairments, whose departure from the parental home preferably took place in the recent past, are to be recruited as interview subjects.   In this way, the information surveyed should come directly from the persons concerned and thereby provide insight into their accompanying personal and emotional experiences.  The focus of the study will be the transition from the parental home to the new residential setting.  Questions about the motivation to move out, the preparations for their move, the structural and emotional challenges associated with their move, and the phase immediately after the move serve as the basis of the research interest.  The interviews will to be analyzed using the qualitatively multi-layered evaluation method of objective hermeneutics.  This should reveal profound subjective as well as overarching interests with regard to people with physical disabilities moving out of their parental homes.
  
  Contact: silvia.ruegner@uni-marburg.de
  
  
  

  Judith Dubiski, MA:
  Inclusion as Criticism. Designs for Leaving the Parental Home by Persons With Physical Disabilities

  Social-educational fields of action – such as child and youth work – are being confronted with the demand to "implement inclusion".  However, the concept of inclusion remains largely unreflected upon and is linked to criteria that have to be fulfilled, which prevent rather than facilitate the processing of exclusion mechanisms.  At the same time, existing approaches to inclusion mostly assume that it is a task to be performed by professional educators or educational assistants. However, if "inclusion" is perceived as a counter-movement to disability, as a criticism of orders of exclusion, or –  with Foucault – as "the art of not being governed in such a way", practices of critique come into view.   The focus of this dissertation will therefore be on the moments of criticism in youth work settings, in which existing orders are breached, circumvented, put into disorder by means of concrete practices or the concrete practices of young persons, professionals and other persons (e.g.  parents). The central questions posed by the dissertation project are:
  
  1. What practices of criticism of processed orders of discourse exclusion can be observed in the setting of youth work services conceived as "inclusive"?
  2. (How) Are these moments connected to, the criticism responded to?
  3. What conditions make such moments more likely and what can be concluded from this for educational practice?
  Methodologically, the work can be categorized as discourse-analytically grounded praxeology.  The plan is to ethnographically research and observe the participants in four different youth work settings designed to be "inclusive."
  The epistemological interest of this dissertation therefore primarily is a theory-developing one, and secondly, a educationally-critical one.
  Primary supervisor: Prof.  Dr Hendrik Trescher, Second Supervisor: Prof.  Dr Andrea Platte (Cologne UAS)
  
  Contact: j.dubiski@gmx.de
  
  
  

  Victoria Mehringer, MA:
  Families With Migration Experience and a Child With Disabilities as a Heterogeneous Target Group in the Immigration Country Germany

  Families with migration experience and a child with disabilities face multiple challenges.  In addition to language barriers, there may be cultural differences in disability between the country of origin and the host country and multiple acts discrimination may be experienced.  Migration can be understood as a transition embedded in complex, multidimensional interdependencies.  This dissertation project will explore the question of the migration of families with a child with disabilities.  It examines how the categories of "migration" and "disability" influence each other in terms of coping with them, whether an interaction occurs, and which contextual factors influence this transition process.  This raises the question of how families cope with a child's disability, also with regard to any cultural differences that may exist. At the same time, the study will also examine how the assimilation of families with a child with a disability takes place in terms of social contact, on a structural level and in terms of cultural identification.  Aspects of participation and orientation in the support system should also be considered.
  To this end, a mixed methods design is used to precede a quantitative survey, which should provide an overview of the extremely heterogeneous target group.  Subsequently, problem-centered interviews will facilitate a more in-depth understanding of subject areas, which will be analyzed using the documentary method.

  Primary supervisor: Prof.  Dr Hendrik Trescher, Second Supervisor: Prof.  Dr Florian Kiuppis
  
  Contact: Victoria.mehringer@outlook.de
  
  

  Samach Saadi
  Teachers' Perception of the Influence of Modern Information and Communication Technology (ICT) and Internet in the Digital Learning Environment on Motivation to Learn of Students with Learning Disabilities

  In the past years, the use of ICT in the education system and building a digital learning environment received much attention. It is not evident to all what a digital learning environment is, what characteristics of a competent digital learning environment are, how to best use technological tools, what innovative pedagogy to aspire to, and how to implement it. The powerful digital technology opens up numerous possibilities in the sphere of information. The social transition from an industrial society to information and internet society compels the teaching staff to use the computer to search and process information and communicate with the world. We will explore the use of technology and computers in light of their benefit to the realization of teaching-learning goals, and the latter will determine the possibility of integration from the view of pedagogical reasoning. Thus, we have to consider the pedagogical concept and learning itself. Teaching-learning goals stem from that concept and define the needs that will shape the technological infrastructure's rational design. The computer has numerous advantages: it is available at any time and any place, allows the student's active involvement, is nonjudgmental and offers immediate feedback. Moreover, it helps students overcome their specific difficulties in reading, writing, learning skills, and/or problems with social skills.

  Students with learning disabilities cope with difficulties in several fields: acquisition and use of listening, speaking, reading, writing, thinking, and/or mathematical abilities. The academic difficulties they experience at school can make these students' lives into an ongoing continuum of frustration and failures in everyday coping with their learning tasks. Technological resources - above all, the computer - can play a significant role in helping them cope with their difficulties and pave the way to success in studies and later on in their careers.

  The study will seek to present the new perception of knowledge and the principles of the integration of innovative technology in leading the teaching-learning processes at school to achieve the development in students with learning disabilities that manifest in enhanced academic achievements that come with a change in their motivation to learn.
  The study will address the innovative computer, communication, and internet technology, focusing on the technological aspect integrated into school pedagogy and learning in a digital learning environment.

  Primary supervisor: Prof. Dr Hendrik Trescher, Second Supervisor: Prof. Dr Florian Kiuppis

• Inhalt ausklappen Inhalt einklappen Completed Dissertation Projects

  Dr. phil. Michael Börner:
  Living with a Mental Disability. Biographical approaches to the life courses and life perspectives of older people who are considered mentally handicapped

  Starting from a cultural science and discourse-theoretical perspective respectively, which understands (mental) disability not as an individual pathology and natural fact, but as a historically evolved category of difference and the product of powerful discourses, this doctoral project strives to reveal intellectual disability as a biographical process of 'becoming disabled'.  Employing a biographical approach, the doctoral project aims to reconstruct life courses in the context of mental disabilities and identify the practices of subjectivation embedded in them and shed light on their effectiveness for the individual subject.  Narrative interviews with retired people with mental disabilities from different residential contexts – each of which opens up different degrees of autonomous living – will be conducted and evaluated with the help of reconstructive-hermeneutic methods.  At the center of this is the question of subjectivity, which was or is (co-)produced by the more or less tightly woven network of institutionalized practices and now – in the context of the interview – provides insights into one's own life and further drafts for the future.

  Contact: michael.boerner@uni-marburg.de
  
  

  Dr. phil. Dipl.-Pol. Janos Klocke:
  Limits of the Subject. Postsovereign Agency According to Foucault and Adorno

  The social-scientific discourse on political agency in the wake of Foucault has as its object the analysis and critique of practices of subjectivation.  According to the interpretation of Foucault, the subject's ability to act in modernity can be traced back to discourses that are both powerful and empowering, and the idea of an original or autonomous subjectivity can be rejected.  For Adorno, on the other hand, the economic mode of intercourse of bourgeois society is the manifest expression of a separation (historically conditioned and to be dissolved) of subject and object or society, the subject in this sense being alienated or damaged.  If both subject theories seem difficult to reconcile at first, their further analysis reveals overlapping or mutually complementary programmatics, which will be highlighted in this dissertation project in a comparative reading, proceeding from their boundaries.  The relationship between Adorno's and Foucault's theories on the subject has already been thematized sporadically, but a comprehensive and systematic comparative reconstruction is lacking thus far with the intention of searching not only for the contradictions in both conceptions but also, and above all, for possibilities to connect them and to discuss them against the background of current practice-theoretical paradigms.  Such a project promises expanded subject-theoretical and practical perspectives of action, especially in view of the intensifying political discourse on the adaptation and optimization of the "entrepreneurial self" to the demands of the neoliberal (labor) market under conditions of crisis, since the analysis and critique of (late) capitalist society in the wake of Adorno has been a central point of reference for research critical of economics and domination up to the present.  It is precisely in this context that poststructuralist theorists have often been accused of a lack of analytical discriminatory power with regard to the relationship between subjectivity and the (intrinsic) dynamics of capitalist economies, which is why this project will deal explicitly with both theoretical conceptions of subjectivity and society in a facilitating manner.  Furthermore, the project will exemplify the constitution of the "disabled subject" and their ensnarement in contemporary biopolitical discourses as an immanent limit of the normative-ethical scope of both subject conceptions. Following on from the transdisciplinary program in disability studies, the problematic nature of (de)constructivist subject theories and those centered on coming of age will be discussed with reference to the empirical-practical limits of their validity and the associated danger of excluding the subjects concerned from subjectivity altogether.

  Erstbetreuung: Prof. Dr. Martin Saar, Universität Leipzig, Zweitbetreuung: Prof. Dr. Hendrik Trescher

  Kontakt: J.Klocke@em.uni-frankfurt.de
  
  
  

  Dr. phil. Teresa Hauck, MA:
  Understandings of Inclusion

  The topic and question of the dissertation project react, primarily, to the vagueness of the sociological discourse on inclusion, which culminates in an 'inclusion pluralism', and, secondly, refer back to the fact that modern residential institutions in what is referred to as working with the disabled are in many respects characterized by total structural frameworks.

  The dissertation project addresses this divergence between the vagueness of the concept of inclusion and the actual intra-institutional life practice in residential homes for people with mental disabilities.  Taking the gap between theory and practice and the related desideratum as a starting point, the understanding of inclusion of staff in inpatient and outpatient assisted living for adults with mental disabilities will be examined.

  Interviews with staff members from different care contexts will be conducted and analyzed using the methods of objective hermeneutics.  Of central interest is whether and to what extent staff in these institutions engage in a discourse of inclusion and whether and to what extent this has an impact on their self-image and their practice.

Information for Students

• Inhalt ausklappen Inhalt einklappen Office Hours

  All office hours are held online in the afternoon.
  Please contact Prof. Dr Trescher.
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  • You can download the information on the methods of examination here as a PDF file.
  
  • Under this link you will find a presentation as a video on ILIAS containing important information about the term papers and final dissertations.
  
  • Under this link you will find a presentation on ILIAS as a short video entitled, "Writing your First Term Paper".
  
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• Inhalt ausklappen Inhalt einklappen Information About Student Contact Inquiries

  Every semester, I receive hundreds of student emails and inquiries which I am not always able to answer in detail. That is the reality of a modern university.
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  Information about student contact inquiries here as a PDF file.