FRIEND-SHIP Intervention Program – The Handbook
K. Aroni, A. Toulia, S.R.G. Alves, S. Hassani, F.A. Heidrich, K. Franzen, G. Görel, M.F. Löper, T. Aguiar, M. Silveira-Maia, M.M.P.S. Sanches-Ferreira, F. Hellmich, S. Schwab, I. Avramidis, FRIEND-SHIP Intervention Program – The Handbook, Porto Polytechnic, Porto, 2022.

Primary school students’ attitudes towards peers with special educational needs – First findings of an intervention program for the promotion of students’ social participation. Symposium cLet’s be friends! The importance of social inclusion in the lives of children and adolescentsd (Sepideh Hassani). ECER (European Conference on Educational Research) 2022 PLUS. cEducation in a Changing World: The impact of global realities on the prospects and experiences of educational researchd
G. Görel, M.F. Löper, F. Hellmich, in: Yerevan State University, Yerevan, Armenia, 2022.

How to improve primary school students’ social participation in the inclusive classroom? – Preliminary results from an intervention study. Oral Communication. Symposium cFRIEND-SHIP: A school-based intervention aimed at improving students’ social participation implemented in four countriesd (Sílvia Alves). Porto International Conference on Research in Education 2022 (ICRE 2022)
G. Görel, M.F. Löper, F. Hellmich, in: Polytechnic of Porto, Porto, Portugal, 2022.

Teachers’ intentions to deal with heterogeneity in inclusive and non-inclusive primary schools. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. cDigital Transformation in Teaching and Teacher Educationd
M.F. Löper, G. Görel, F. Hellmich, in: Carl von Ossietzky University Oldenburg, Oldenburg, 2022.

Characteristics of good inclusive teaching from primary school teachers’ perspective. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. cDigital Transformation in Teaching and Teacher Educationd
G. Görel, K. Franzen, F. Hellmich, in: Carl von Ossietzky University Oldenburg, Oldenburg, 2022.

Teachers’ experiences from teaching in (non-)inclusive primary schools and their behavioural intentions to manage heterogeneity. Oral Communication. Porto International Conference on Research in Education 2022 (ICRE 2022)
M.F. Löper, G. Görel, F. Hellmich, in: Polytechnic of Porto, Porto, Portugal, 2022.

The importance of primary school teachers’ self-efficacy beliefs and their attitudes for their everyday practices in heterogeneous classrooms. Single Paper. 10th SELF International Conference. cSELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Scienced
G. Görel, M.F. Löper, F. Hellmich, in: Quebec City, Quebec City, Canada, 2022.

Determinants for primary school teachers’ inclusive practices in heterogenous classes. Paper Presentation. EARLI SIG 15 Biennial Conference 2022 `Special Educational Needs´. cA Village to Teach a Child 3 The Influence of Contextual Factors on Learning and Developmentd
M.F. Löper, G. Görel, F. Hellmich, in: Ghent University, Ghent, Belgium, 2022.

Determinants for teachers’ intentions to manage heterogeneity in (non-)inclusive primary education. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. cEducation and Citizenship: Learning and Instruction and the Shaping of Futuresd
G. Görel, M.F. Löper, F. Hellmich, in: University of Gothenburg, Gothenburg, Sweden, 2021.

Primary school principals’ views on designing inclusive schools. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. cEducation and Citizenship: Learning and Instruction and the Shaping of Futuresd
G. Görel, F. Hellmich, in: University of Gothenburg, Gothenburg, Sweden, 2021.

Unterscheiden sich Lehrkräfte an inklusiven und nicht-inklusiven Grundschulen hinsichtlich ihrer Handlungsintentionen bei der Gestaltung adaptiven Unterrichts? Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung
M.F. Löper, G. Görel, F. Hellmich, in: Universität Luxemburg,  Luxemburg, 2021.

Bedingungen für die erfolgreiche Umsetzung von Inklusion aus Sicht von Schulleitungen an Grundschulen. Vortrag auf der 56. Jahrestagung der Sektion Sonderpädagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE). eSonderpädagogik 3 zwischen Dekategorisierung und Rekategorisierungc
G. Görel, F. Hellmich, in: Justus-Maximilians-Universität Würzburg, Würzburg, 2021.

Differentiation and individualisation as key features of inclusive teaching quality – Findings from a qualitative study with primary school teachers. Single Paper. ECER 2021 (European Conference on Educational Research). cEducation and Society: expectations, prescriptions, reconciliationsd
G. Görel, F. Hellmich, in: University of Geneva, Geneva, Switzerland, 2021.

Qualifizierung von Studierenden des Grund- und Förderschullehramts für den inklusiven Unterricht in der Grundschule
K. Franzen, G. Görel, F. Hellmich, A. Filipiak, T. Albers, in:  Michael  Grosche, J. Decristan, K. Urton, N.C. Jansen, G. Bruns, B. Ehl  (Eds.), Sonderpädagogik und Bildungsforschung – Fremde Schwestern?, Klinkhardt, Bad Heilbrunn, 2020, pp. 176–180.

School-based interventions to support student participation. A comparison of different programs. Results from the FRIEND-SHIP project
S. Hassani, K. Aroni, S. Schwab, K. Resch, A. Toulia, S. Alves, G. Görel, M.F. Löper, E. Avramidis, M. Silveira- Maia, M. Sanches-Ferreira, F. Hellmich, School-Based Interventions to Support Student Participation. A Comparison of Different Programs. Results from the FRIEND-SHIP Project, University of Vienna, 2020.

Sichtweisen von Grundschullehrkräften auf die Qualität inklusiven Unterrichts
G. Görel, N. Finke, F. Hellmich, in: N. Skorsetz, M. Bonanati, D. Kucharz (Eds.), Diversität und soziale Ungleichheit. Jahrbuch Grundschulforschung, Springer VS, Wiesbaden, 2020, pp. 287–291.

Persönliche Ressourcen von Grundschullehrkräften im Zusammenhang mit ihrem Umgang mit heterogenen Lerngruppen im inklusiven Unterricht. Vortrag im Rahmen des Symposiums eIndividualisierung des Lernens im inklusiven Unterricht aus der Perspektive von Lehrkräften und Kindernc (Frank Hellmich & Susanne Schwab) auf der 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: eBildung gestalten 3 Partizipation erreichen 3 Digitalisierung nutzenc
G. Görel, M.F. Löper, F. Hellmich, in: Universität Potsdam, Potsdam, 2020.

Prädiktoren für Intentionen von Lehrkräften an inklusiven und nicht-inklusiven Schulen in Hinblick auf die Gestaltung individueller Lernprozesse. Vortrag auf der 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: eBildung gestalten 3 Partizipation erreichen 3 Digitalisierung nutzenc
F. Hellmich, M.F. Löper, G. Görel, in: Universität Potsdam, Potsdam, 2020.

Social participation in inclusive primary education – The importance of primary school students’ contact experiences for their attitudes towards peers with special educational needs. Oral Paper Presentation, Symposium: cSocial Participation of Children with Special Education Needs: Acceptance, Attitudes, Friendships and Interventionsd (Sílvia Alves, Manuela Sanches-Ferreira & Mónica Silveira-Maia). ECER 2020 (European Conference on Educational Research). cEducational Research (Re)connecting Communitiesd
M.F. Löper, G. Görel, S. Schwab, F. Hellmich, in: University of Glasgow, Glasgow, Scotland, 2020.

The role of primary school teachers’ attitudes and self-efficacy beliefs for their intentions to deal with heterogeneity in (non-)inclusive education. Single Paper. ECER 2020 (European Conference on Educational Research). cEducational Research (Re)connecting Communitiesd
F. Hellmich, M.F. Löper, G. Görel, in: University of Glasgow, Glasgow, Scotland, 2020.