Publications and lectures

Brehme, D., Gerullis, A. & Huber, C. (2019). Normality & disability from a child's perspective: Results of a qualitative interview study at inclusive primary schools. Vierteljahreszeitschrift für Heilpädagogik und ihre Nachbargebiete, 50-63.

Gerullis, A. & Huber, C. (2019). Test quality studies of the questionnaire "Social Distance in Inclusive Settings" (SoDiS). Validity and test-retest reliability. Empirical special education, 11, 160-171. Read article

Huber, C., Gerullis, A., Gebhardt, M. & Schwab, S. (2018). The impact of social referencing on social acceptance of children with disabilities and migrant background: An experimental study in primary school settings. European Journal of Special Educational Needs (3).

Gerullis, A. & Huber, C. (2017). I agree to sit next to you. Does that mean I like you? Measuring using the wrong tapeline - the lack of 'Social Distance' measurements for inclusive school development and research. Journal of Research in Special Educational Needs. doi: 10.1111/1471-3802.12399.

Gerullis, A. & Huber, C. (2016). Social Distance in Inclusive Settings (SoDIS) - Development and first validation of items to measure social distance of primary school children to children with disabilities. Empirical Special Education, 4, 327-345. read article

Gerullis, A. (2015). Attitudes in the inclusive classroom - recognising, understanding and reducing social distance. Article in the specialist portal of the Potsdam Centre for Empirical Inclusion Research (ZEIF), 2015 (9).

Gerullis, A., Steigerwald, X. & Hunger, S. (2012). Technical report on the comparative tests in grade 6 in German. Institute for Quality Development in Education, Berlin.

Presentations and conference papers

2019

Gerullis, A., Huber, C., Schulze, S., Hagenbuck, M. & Krabbe, S. (2019). Calling a spade a spade! Promoting social integration through psychoeducational teaching. Poster presentation at the 7th Conference of the Society for Empirical Educational Research (GEBF), University of Cologne.

2018

Gerullis, A. & Huber, C. (2018). Does knowing equal liking? Poster Presentation. International Conference on Inclusion. University of Wuppertal.

Gerullis, A., Hagenbuck, M., Krabbe, S., Schulze, S. & Huber, C. (2018). Psychoeducation about ADHD at class level. An intervention study. Poster presentation at the spring conference of the Working Group for Empirical Special Education Research (AESF), University of Geneva, Switzerland.

Gerullis, A., Schulze, S. & Huber, C. (2018). Psychoeducation in the classroom. An intervention study to reduce social distance to children with special educational needs. Presentation at the 6th Conference of the Society for Empirical Educational Research (GEBF), University of Basel, Switzerland.

2017

Gerullis, A. & Schulze S. (2017). Psychoeducation for post-traumatic stress disorder at class level. Poster presentation at the autumn conference of the Arbeitsgruppe für empirische Sonderpädagogische Forschung (AESF), Frankfurt/Main.

Huber, C., Hagenbuck, M., Gerullis, A., Karoff, J, Schulze, S. & Napiany, S. (2017), Cooperative behaviour modification in children with ADHD symptoms. Poster presentation at the 9th Lecturers' Conference "Pedagogy in Behavioural Disorders/Educational Support". Dortmund.

Huber, C., Gerullis, A., Gebhardt, M., Schwab, S. & Hessels, M. (2017). Teacher feedback and social acceptance. Results of a replication study. Presentation at the spring conference of the Working Group for Empirical Special Education Research (AESF), Rostock.

Gerullis, A. (2017). My right, right place is empty... why do I only wish some children were here? Effects of previous contact and knowledge about children with disabilities on social distance. Poster presentation at the spring conference of the Working Group for Empirical Special Education Research (AESF), Rostock.

Huber, C., Gerullis, A., Schwab, S., Gebhardt, M. & Hessels, M. (2017). Can teacher feedback influence social distancing towards primary school pupils with physical and mental disabilities? Results of an experimental study in school classes with and without inclusion programmes. Presentation at the 5th conference of the Gesellschaft für empirische Bildungsforschung (GEBF), University of Heidelberg.

2016

Gerullis, A. (2016). Psychoeducation at class level. Better understanding classmates with emotional-social development needs. Poster presentation at the autumn conference of the Working Group for Empirical Special Education Research (AESF), University of Dortmund.

Gerullis, A. & Huber, C. (2016). Social Distance towards children with disabilities and behaviour problems. Talk on the Biannual Meeting of the European Association for Research on Learning and Instruction (EARLI), SIG "Special Educational Needs" Leuven, Belgium.

Gerullis, A. & Huber, C. (2016). Measuring Social Distance among students in inclusive school settings. Talk on the European Conference on Educational Research (ECER). Dublin, Ireland.

Gerullis, A. & Huber, C. (2016). Social Distance in Inclusive Settings. Items and their Validity. Poster Presentation. 4th International Conference on Inclusion. University of Wuppertal. Best Poster Presentation Award.

Gerullis, A. & Huber, C. (2016). The fidget spinner disturbs me in class! An empirical study on the situational dependence of social distancing towards children with behavioural problems. Presentation at the 8th Lecturers' Conference "Pedagogy for Behavioural Disorders / Educational Support". University of Cologne.

Gerullis, A. (2016). Desired closeness of primary school children with and without disabilities. What is the construct behind it and how can we capture it? Poster presentation, Conference of the Working Group for Empirical Special Education Research (AESF). European University of Flensburg.

Gerullis, A. & Huber, C. (2016). Diagnosing social distance in the (inclusive) classroom - test quality of an instrument for measuring social distance. Presentation at the conference of the Society for Empirical Educational Research (GEBF). Free University of Berlin.

2015

Gerullis, A. & Huber C. (2015). Less is more? Factors of attitude measurement in primary school children towards children with disabilities. Poster presentation, Conference of the Working Group for Empirical Special Education Research (AESF). University of Cologne.

Gerullis, A. & Huber C. (2015). Social distance in the (inclusive) classroom. Development and validation of an instrument to measure social distance towards children with disabilities. Poster presentation, Conference of the Working Group for Empirical Pedagogical Research (AEPF). University of Göttingen.

Gerullis, A. (2015). Social distance towards children with disabilities - construct, methods of measurement and first results. Invited lecture at the colloquium of psychological primary school pedagogy at the University of Potsdam.

Gerullis, A. & Huber C. (2015). Measuring social distance in collaborative teaching. Poster presentation, Conference of the Working Group for Empirical Special Education Research (AESF). University of Potsdam.

Brehme, D. & Gerullis, A. (2015). Concepts of normality in the disability discourse: A qualitative survey of inclusive primary school children in Brandenburg. Poster presentation, Conference of the Working Group for Empirical Special Education Research (AESF). University of Potsdam.

Gerullis, A., Schwab, S. & Huber, C. (2015). Behaviourally conspicuous and integrated? Teachers do not correctly assess the situation of pupils. Poster presentation, 7th Lecturers' Conference "Pedagogy for behavioural disorders/educational support". Leipzig.

Gerullis, A., Huber, C., Ewald, T.-M. & Gehrmann, M.-L. (2015). Current research in inclusion education - specialising in social and emotional development. Presentation at the Potsdam Day of Science.

2014

Gerullis, A., Schwab, S. & Huber, C. (2014). When I feel lonely, I'll take anyone as a friend! The effect of socially integrative variables on attitudes towards children with disabilities. Poster presentation, Conference of the Working Group on Empirical Special Education Research (AESF). University of Giessen.

Gerullis, A. & Huber, C. (2014). Near and yet far? Development of an inventory to measure social distance in primary school pupils. Poster presentation, Conference of the Working Group on Empirical Special Education Research (AESF). University of Zurich.

Workshops

Gerullis, A. & Napiany, S. (2021). Disorder patterns, behavioural diagnostics and Daily Behaviour Report Cards. Workshop with subsequent coaching as part of the BMBF-funded PARTI project at the Astrid Lindgren School, Ratingen.

Napiany, S. & Gerullis, A. (2021). Basics of social integration and behavioural screenings in inclusive school structures. Workshop with subsequent coaching as part of the BMBF-funded PARTI project at the Astrid Lindgren School, Ratingen.

Gerullis, A. & Gerlach, S. (2020). Conducting direct behavioural assessments in multi-professional teamwork. Workshop with subsequent coaching as part of the BMBF-funded PARTI project at the Gemeinschaftsgrundschule Riphanstraße, Cologne.

Gerullis, A. & Gerlach, S. (2019). Diagnostics of externalising behavioural problems with a focus on emotional-social development, classroom management and the class-child game. Workshop as part of the BMBF-funded PARTI project at the Gemeinschaftsgrundschule Riphanstraße, Cologne.

Gerullis, A. & Gerlach, S. (2019). Foundations of social integration in inclusive school structures. Workshop as part of the BMBF-funded PARTI project at the Gemeinschaftsgrundschule Riphanstraße, Cologne.

Gerullis, A. (2017). The development of an inclusive school structure - the response-to-intervention model. Lecture at the Funckepark primary school, Hagen.

Huber, C. & Gerullis, A. (2017). Cooperative behaviour modification for children with symptoms of ADHD at primary school age. Teacher training at the Grundschule am Nützenberg, Wuppertal.

Schulze S., Karoff, J. & Gerullis, A. (2017). Further training for teachers: Cooperative behaviour modification for children and adolescents with ADHD. University of Wuppertal.

Gerullis, A. (2015). Professionalism of teachers in dealing with difficult student behaviour - a systemic perspective. Peace primary school in Frankfurt/Oder.

Gerullis, A. (2015). Response-to-intervention: How teachers link existing structures to the RTI framework model - using the example of comparative tests in German. Pedagogical day of the "Oberes Mindeltal" secondary school network in Mindelheim.

Gerullis, A. (2015). Learning progression diagnostics and preventive support. Annual conference of school psychologists in Bad Wildbach.

Gerullis, A. (2015). Behavioural progression diagnostics and work in multi-professional teams. Workshop on the occasion of the network conference of school headmasters in Potsdam.

Gerullis, A. (2015). Early detection as part of the response-to-intervention approach: How VERA & Co. can be used as screening instruments for the identification of children in need of additional support. Conference of the "Profilschulen Inklusion" in Rain am Lech.