About Me
Timo Lüke (he/his) is a professor of inclusion-oriented diagnostics at the University of Kassel, Germany. His research interests include assessment and diagnostics in the context of inclusive classrooms and learners with disabilities or at risk. He is a special education teacher with a focus on learning and intellectual disabilities, and enthusiastic user of single-case research methods.
He is a proponent of Open Science and feels that the products of his work should be freely available to the general public.
Follow on Mastodon.
Interests
- Assessment
- Test Construction
- Data-Based Decision Making
- Inclusive Education
- Single Case Research Design
- Research Methods
- Learning & Intellectual Disabilities
- Open Educational Resources
Education
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Dr. phil. in Educational Sciences, 2018
University of Wuppertal
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M. Ed. in Special Education, 2013
TU Dortmund University
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B. A. in Rehabilitation Sciences (Special Education), 2011
TU Dortmund University
Featured Publications
Experience
Professor of Inclusion-Oriented Diagnostics, Case Analysis and Counseling
Professor of Inclusive Education and Improvement of Instruction
University of Graz
Postdoctoral Researcher
TU Dortmund University
with Prof. Dr. Jan Kuhl (Research on Inclusive Teaching and Instruction)
Research Fellow
University of Wuppertal
with Prof. Dr. Michael Grosche (Rehabilitation Sciences, Special Learning Needs)
Research Fellow
University of Potsdam
with Prof. Dr. Michael Grosche (Inclusive Education, Speech and Language Impairments)
Recent Publications
Quickly discover relevant content by filtering publications.
(2024).
Influence of the ‘Learning Disability’ label on teachers' performance expectations — A matter of attitudes towards inclusion?.
Journal of Research in Special Educational Needs, Advance Online, 1-17.
(2024).
Einzelfallexperimente in der Sprachtherapie/Logopädie: Brückenbau zwischen Wissenschaft und Praxis.
Einzelfallorientierte Forschung in Logopädie/Sprachtherapie, 140-168.
(2024).
Implicit and Explicit Measurement of Pre-Service Teachers’ Attitudes Toward Autism Spectrum Disorder.
European Journal of Special Needs Education, 39(1), 1-18.
(2023).
Die Wirksamkeit von Fortbildungen zu inklusiver Bildung unter der Lupe: Eine Metaanalyse.
Zeitschrift für Heilpädagogik, 74(10), 436-445.
(2023).
Entwicklung und Erprobung eines Fragebogens zur Messung von Einstellungen zu Lernenden mit externalisierenden Verhaltensproblemen.
Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete, 92(4), 266-280.
(2023).
Entwicklung von Unterrichtsmaterial zum Uhrenlernen und erste Evaluation im Multiple Baseline Design.
Pädagogische Horizonte, 7(1), 39-56.
(2023).
Untersuchung der Einstellung zu Inklusion: Validierung und faktorenanalytische Überprüfung einer Kurzversion der PREIS-Skala.
Zeitschrift für Bildungsforschung, 13, 315-333.
(2023).
Single Case Design Research als Methode evidenzbasierter Sprachförderung und -therapie.
Beeinträchtigungen und Potentiale von Sprache und Kommunikation.
(2023).
Does the 'Learning Disability' label lower teachers’ performance expectations?.
Social Psychology of Education, 26, 971-1000.
