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Dennis Christian Hövel

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Professor; Head of Lab; Executive Board Member

University of Teacher Education in Special Needs

Switzerland

Research Interests

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About

Professor Dennis Christian Hövel is the Head of Lab at the University of Teacher Education in Special Needs, Switzerland. His research areas include inclusive education, special education needs assessment, and the integration of information and communication technology in educational settings. He has authored multiple articles focusing on behavior management strategies, educational justice for young children, and diagnostic methods in special education. His current projects aim to establish standards for identifying special educational needs, contributing to advancements in the field.

Recent Grants

Grant: Open

SPACEY-ADHS

Open Date: 2026-01-01

Close Date: 2026-12-01

Grant: Close

BRAVE - Behavioral and Emotional Resilience: A Validated Education-based Intervention

Open Date: 2024-06-01

Close Date: 2025-06-01

Grant: Close

StaFF-BL: Standards zur Feststellung von Förderbedarf und universelle Förderung Basel-Landschaft

Open Date: 2023-11-01

Close Date: 2026-06-01

Grant: Close

Pb-KuS - Pädagogik bei Krankheit und Spitalschulpädagogik

Open Date: 2023-10-01

Close Date: 2025-10-01

Grant: Close

OECD-Research: «International Early Learning and Child Well-being Study (IELS)»

Open Date: 2023-09-01

Close Date: 2024-12-01

Articles (24)

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Dennis Christian Hövel

Research Interests

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About

Recent Grants

Articles (24)

Challenging situations and protective factors of dyslexia from the perspective of students, parents, and dyslexia or speech-language therapists in Germany, Austria, and Switzerland: when I read something, I simply don’t understand anything

Between Strain and Strength: A Longitudinal Examination of the Reciprocal Associations Among School Staff’s Self-Efficacy, Attitudes Towards Inclusion, and Emotional Exhaustion

School exclusion and supported school-to-work transitions for adolescents: protocol for a mixed-methods evaluation of a structured school-based program

Bridging the gap - from improvisation to innovation. Toward a specialised curriculum for hospital school educators

Making behaviour visible: data-based behaviour support in schools. Evidence from 20 experimental single-case studies

Die sozio-emotionale Entwicklung von Kindern mit LRS integriert fördern

Fachstelle Verhalten und Lernen (VeLer) an der Interkantonalen Hochschule für Heilpädagogik Zürich. Neue Entwicklungen zur Prävention von und Förderung bei schulischen Notsituationen

Bildungsgerechtigkeit erhöhen: Chancen der internationalen OECD-Studie IELS bei fünfjährigen Kindern

Feststellung sonderpädagogischen Unterstützungsbedarfs im Schwerpunkt Emotional-Soziale Entwicklung und Verhalten

Social-Emotional Learning (SEL) and Its Impact on Teacher Stress, Self-Efficacy, and Attitudes Towards Inclusion: Longitudinal Insights from the StaFF-BL Project

Challenging school-related situations faced by students with dyslexia: a scoping review

Psychometrische Eigenschaften des Emotionalen Kompetenz Fragebogens (EKF) bei Lernenden der Altersstufe 10-13 Jahren

The role of ICT as LT in shaping inclusive and special education – a systematic review for 2012–2023

Effekte des Good Behavior Game bei Grundschüler_innen mit externalisierenden Verhaltensproblemen

Beobachten lernen in Hamburg und Zürich: Erprobung von Lehrkonzepten in unterschiedlichen Seminarkontexten

Nutzung von ICT in der schulischen Heilpädagogik (IN_USE)

Bewegungsbasierte Förderung prosozialen Verhaltens beim Schuleintritt

Diagnostik in den Bereichen Verhalten und Erleben

Aktuelle Forschungsprojekte: Standards zur Feststellung sonderpädagogischer Förderbedarfe (Projekt ‚StaFF‘)

Challenges and opportunities of using a cooperative digital educational plan. Evaluation of the implementation

Learning behaviors, executive functions, and social skills: A meta-analysis on the factors influencing learning development in the transition from kindergarten to elementary school

Die Analyse mit der ICF-CY – Hilfsmittel für einen multifaktoriellen Zugang zur Planung des sozial-emotionalen Lernens?

»Schulinseln« in der Schweiz

Sektion 6 – Sonderpädagogik

Collaborators (9)

Barbara Gasteiger-Klicpera

Meret Stöckli

Silvia Fränkel

Ursula Fischer

Susanne Seifert

Pierre-Carl Link

Fabio Sticca

Matthias Grünke

Julia Mori

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