Head and Coordination





08/2021 – 07/2024

Project FePrax

Diagnostic Practice for the Purpose of Determining Special Educational Needs as well as Disparities between German Federal States within the Framework of the UN Convention on the Rights of Persons with Disabilities

The FePrax project examines diagnostic assessment and counseling practices in the context of school choice decisions based on children’s special educational needs. The aim is to gain insights into diagnostics and to improve counseling practices.

FePrax LogoThe FePrax project investigates the implementation of diagnostic practice in the field of special needs education in five federal states of Germany, that is Bavaria, Berlin, Brandenburg, Hesse, and North Rhine-Westphalia. A particular emphasis will be placed on the enhancement foci of “learning”, “language”, “emotional and social development”, “mental development”, and “autism spectrum disorder”. Counseling of guardians concerning the choice between special and mainstream school based on expert assessment of the child’s special educational needs is also of central interest in this project.

The aim of the project is to gain insights into the diversity of special education diagnostics as well as to provide guidance for an improved (in terms of validity, educational equity, and in relation to the implementation of the Convention of the United Nations on the Rights of Persons with Disabilities) counseling practice.

The project will examine and answer the following questions:

  • To what extent do diagnostic and counseling practices differ with regard to the identification of special educational needs and assignment practices to special vs. inclusive schools?
  • Are there differences related to the federal state, specific special needs, and/or grade/age? Are there patterns of disadvantage for certain groups of students (e.g. with regard to individual characteristics such as gender, immigration history, socioeconomic background, parents' educational qualifications, and potential for parental support)?
  • Are status-related and learning process/instruction-related diagnoses linked?
  • Which preventive measures are provided to children and to what extent before the start of a special education assessment procedure?

Selected publications

Brodesser, E. (2016). Kinder aus zugewanderten Familien in Förderschulen. Vertiefende Auswertung der Berliner Erhebung „BELLA“ zu herkunftsbezogenen Disparitäten. Wiesbaden: Springer VS.

Dietze, T. (2019). Die Entwicklung des Sonderschulwesens in den westdeutschen Ländern. Bad Heilbrunn: Klinkhardt. https://doi.org/10.18452/19956

Moser, V. (2019). Lehrkraftkompetenzen im Kontext inklusiver Lernsettings. In N. McElvany, W. Bos, H.G. Holtappels & A. Ohle-Peters (Hrsg.), Bedingungen und Effekte von Lehrerbildung, Lehrkraftkompetenzen und Lehrkrafthandeln (Dortmunder Symposium der Empirischen Bildungsforschung. Bd. 4) (S. 87-103). Münster: Waxmann.