Publikationen/Publications

Garrote, A., Wullschleger, A. & Moser Opitz, E. (2023). Positives Feedback erhöht die soziale Akzeptanz unter Kindern. Bildung Schweiz, Dachverband Lehrerinnen und Lehrer Schweiz LCH, 5, 27. https://www.bildungschweiz.ch/detail/positives-feedback-erhoeht-die-soziale-akzeptanz-unter-kindern

Schnepel, S., Sermier Dessemontet, R. & Moser Opitz, E. (2022) The impact of inclusive education on the mathematical progress of pupils with intellectual disabilities, International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2022.2132425

Garrote, A. & Moser Opitz, E. (2021). The social relationships of students with intellectual disabilities in inclusive classrooms. Empirische Sonderpädagogik, 3, 201-215. https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/esp-2021-3/ESP_3-2021_2.pdf

Schnepel, S., Garrote, A. & Moser Opitz, E. (2021). Disentangling the relationship between mathematical achievement, social status, and social skills in inclusive classrooms. Empirische Sonderpädagogik, 13(2), 148-166. Artikel auf der Verlagshomepage

Garrote, A., Felder, F., Krähenmann, H., Schnepel, S., & Sermier Dessemontet, R. (2020). Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management. Frontiers in Education, 5, https://doi.org/10.3389/feduc.2020.582873

Moser Opitz, E., Schnepel S., Krähenmann, H., Jandl, S. Felder, F. & Sermier Dessemontet, R. (2020) The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2020.1821451

Wullschleger, A., Garrote, A., Schnepel, S., Jaquiéry, L. & Moser Opitz, E. (2020). Effects of teacher feedback behavior on social acceptance in inclusive elementary classrooms. Exploring social referencing process in a natural setting. Contemporary Educational Psychology, 60. https://doi.org/10.1016/j.cedpsych.2020.101841

Schnepel, S., Moser Opitz, E., Krähenmann, H., & Sermier Dessemontet, R. (2020). The mathematical progress of students with an intellectual disability in inclusive classrooms: Results of a longitudinal study. Mathematics Education Research Journal, 32(1), 103-119. https://doi.org/10.1007/s13394-019-00295-w

Sermier Dessemontet, R., Schnepel, S. & Moser Opitz, E. (2020). The profiles and patterns of progress in numerical skills of elementary school students with mild and moderate intellectual disability. International Journal of Disability, Development and Education, 67(2), 409-423. https://doi.org/10.1080/1034912X.2019.1608915

Krähenmann, H., Moser Opitz, E., Schnepel, S. & Stöckli, M. (2019). Inclusive Mathematics Instruction – a Conceptual Framework and Selected Research Results of a Video Study. In D. Kollosche, R. Marcone, M. Knigge, M. Godoy Penteado & O. Skovsmose, (eds.), Inclusive Mathematics Education –State-of-the-Art Research from Brazil and Germany (pp.179-196). Cham: Springer Nature.

Schnepel, S. (2018). Mathematische Förderung von Kindern mit einer intellektuellen Beeinträchtigung. Eine Längsschnittstudie in inklusiven Klassen. (Dissertationsschrift). Waxmann: Münster. Verfügbar unter: https://www.researchgate.net/publication/336374530_Mathematische_Forderung_von_Kindern_mit_einer_intellektuellen_Beeintrachtigung_Eine_Langsschnittstudie_in_inklusiven_Klassen

Garrote, A. (2017). The relationship between social participation and social skills of pupils with an intellectual disabililty: A study in inclusive classorms. Frontline Learning Research, 5(1), 1-15. https://doi.org/10.14786/flr.v5i1.266

Garrote, A. & Moser Opitz, E. (2017). Soziale Interaktionen in Integrationsklassen fördern. Schweizerische Zeitschrift für Heilpädagogik, 23(5-6), 6-11.

Garrote, A., Sermier Dessemontet, R., Moser Opitz, E. (2017). Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions. Educational Research Review, 20, 12-23.

Garrote, A. (2016). Soziale Teilhabe von Kindern in inklusiven Klassen. Empirische Pädagogik, 30(1), 67-80.

Garrote, A., Sermier Dessemontet, R. (2015), Social Participation in Inclusive Classrooms: Empirical and Theoretical Foundations of an Intervention Program. Journal of Cognitive Education an Psychology, 14(3), 375-388. https://doi.org/10.1891/1945-8959.14.3.375

Felder, F., Garrote, A., Krähenmann, H. Moser Opitz, E. & Schnepel, S. (2014). Effective teaching practices in inclusive classrooms. Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete 83(2), 154-157.