Transitions and Professional Development

The transition from school to vocational training, work or university is decisive for young people and young adults with learning difficulties. We investigate how special education teachers design vocational preparation and where they lack knowledge and support. We also test interventions for career-relevant skills such as argumentative writing. For students with reading and spelling difficulties, the assessment centre at the University of Cologne provides reports as a basis for academic accommodations. A qualitative doctoral project examines which conditions promote or limit equal opportunities for these students.

Team: Dr. Susanne Hoff, Dr. Kerstin Nobel, Dr. Anne Barwasser, Prof. Dr. Matthias Grünke, Alina Jochims (doctoral project)

Selected publications

• Hoff, S., Eisemann, J. L. M., Hoese, J., Grünke, M., & Barwasser, A. (2026). Special education teachers' efficacy and knowledge in vocational preparation for students with learning disabilities in North Rhine-Westphalia (Germany): Challenges, resources, and implications for practice. European Journal of Psychology of Education, 41, Article 15. https://doi.org/10.1007/s10212-026-01065-6
• Hoff, S., Vilz, D., Grünke, M., & Barwasser, A. (2026). Zwischen Schule und Beruf: Förderung argumentativer Schreibkompetenzen bei jungen Erwachsenen [Between school and career: Promoting argumentative writing skills among young adults]. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-026-01375-x

Contact (assessment centre): Dr. Kerstin Nobel, kerstin.nobel@uni-koeln.de