Prof. Dr. Hendrik Trescher

Professor

Contact information

+49 6421 28-23055 hendrik.trescher@ ¹ Bunsenstraße 3
35032 Marburg
F|15 Institutsgebäude (Room: 405 resp. +4/0050)

Organizational unit

Philipps-Universität Marburg Erziehungswissenschaften (Fb21) Institut für Erziehungswissenschaft Sozial- und Rehabilitationspädagogik Inklusion und Exklusion (AG Trescher)

Chair for Inclusion

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
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
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.

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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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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
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

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):
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 (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 (Hrsg.): 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 (Hrsg.): 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: Fabian Kessl and Christian Reutlinger (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: Renate Freericks, Dieter Brinkmann (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 (ed.): 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. (ed.): 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)
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
Dissertation Projects Currently Under Supervision

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
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.

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Prof. Dr. Hendrik Trescher

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