Prof. Dr. Maximilian Buchka

*1943

Teacher training
Teaching qualification for primary and lower secondary schools
Teaching qualification for special education
 
Doctoral studies
Major: Special Education; minors: School Pedagogy and Religious Education
Doctoral studies in Aachen, Bonn, Cologne and Dortmund

Member of the central commission of the Rhineland University of Education for the promotion of early-career academics in the Department of Special Education in Cologne from winter semester 1972/73 to winter semester 1974/75
 
Professional biography
Teacher at a special school for children with intellectual disabilities; 10 years developing the second phase of special teacher training in the administrative districts of Cologne and Düsseldorf, first as subject head, then as deputy head of a teacher training seminar for the second phase of teacher education in Düsseldorf
 
4 years principal of a special school in Neuss
 
26 years Professor of Special Education, Social Pedagogy and Educational Science at the Catholic University of Applied Sciences NRW in Cologne, with a particular focus there on developing and expanding the degree programme in Early Childhood Education and Education and Upbringing in Childhood
 
10 years Dean of the Catholic University of Applied Sciences Cologne, 5 years Vice Rector for Studies and Teaching, and half a year Acting Rector of the Catholic University of Applied Sciences
 
Lecturer in Special Education: Universities of Cologne and Dortmund, Universities of Applied Sciences in Aachen, Paderborn, Münster, Nuremberg, University of Anthroposophic Education in Mannheim, Rudolf Steiner seminars in Bad Boll and Dornach
 
Almost 10 years part-time lecturer at the teacher training institute in Essen-Werden (now Mülheim/Ruhr) for special education

For the past 8 years, visiting professor at Comenius University Bratislava/Slovakia for European Therapeutic and Special Education

Selection:

2009 Golden Comenius Honorary Medal

2010 Merit Award of the Catholic University of Applied Sciences Cologne

Old Age. Therapeutic and social pedagogical concepts. Stuttgart, Kohlhammer, 2011.

Educating in Social Work. Bad Heilbrunn: UTBT/Klinkhardt, 2010.

Older People with Intellectual Disabilities: Education – Support – Social Therapy. Munich: Reinhardt, 2003.

Burnout Syndrome among Staff in Disability Services: Causes, forms, assistance (with Jörg Hackenberg). Dortmund: Modernes Lernen, 1987.

Catechesis and Religious Instruction for People with Intellectual Disabilities. Frankfurt a.M.: Lang, 1984.

Religious Instruction in Schools for Students with Intellectual Disabilities: Guidelines for teachers, educators and parents of both denominations. Berlin-Charlottenburg: Marhold, 1973.

Buchka, Maximilian / Brockmann, Michael (eds.): Students with Special Educational Needs. Case studies – specialist knowledge – impulses for primary school practice. Stuttgart: Kohlhammer, 2024.

Badry, E./Buchka, M./Knapp, R. (eds.): Pedagogy: Foundations and fields of social pedagogical work. 4th revised edition. Munich-Unterschleißheim: Luchterhand, 2003.

Buchka, M./Klein, F./Grimm, R. (eds.): Biographical Portraits of Significant Male and Female Therapeutic Educators of the 20th Century. 2nd edition. Munich: Reinhardt, 2003.

Buchka, M. (ed.): Intuition as an Individual Capacity for Knowledge and Action in Therapeutic Education. Lucerne: Ed. SZH/SPC, 2000.

Anthroposophical Social Therapy. In: U. Barth, C. Dreschsler, F. Stein (eds.): Course Book Disability as an Experienced Barrier. Bad Heilbrunn: Verlag Julius Klinkhardt 2026, pp. 32-44.

The Waldorf Kindergarten – its inclusive prehistory. In: P. Gelitz (ed.) Waldorf Early Childhood Education and Its Contexts. Perspectives from scholarship and practice. Weinheim: Beltz Juventa 2025, pp. 27-39.

Students in the focus area of intellectual development. In: M. Buchka / M. Brockmann (eds.): Students with Special Educational Needs in the Classroom. Stuttgart: Kohlhammer 2024, pp. 36-51.

Reform pedagogy role models – impulses for inclusive education. In: Maschke, T. (ed.): Educational Innovation: Impulses from Reform Pedagogy and Inclusive Education. Salzburg: Edition Kunstschrift im Residenzverlag 2019, pp. 82-102.

Social-emotional developmental aspects in early childhood. In: Greubel, S. & Schieren, J. (eds.): Children, Children! Perspectives on child development, support and educational attitudes. Weinheim: Beltz Juventa 2019, pp. 56-67.

Residential care. In: Görres Society and Herder Publishing House (eds.): Staatslexikon in 5 volumes. 8th edition. Freiburg: Herder 2018, pp. 1596-1600.

Conceptual approaches from anthroposophical social therapy for supporting older people. In: Rudolf-Steiner-Seminar (ed.): Annual Communications 2016, pp. 10-21.

From fool towers to inclusive institutions: A cultural-historical reflection on people with disabilities among us. In: Schmalenbach, B. (ed.): Dimensions of Therapeutic Education. Developmental support, community building and inclusion. Dornach/Oberhausen: Athena Verlag 2016, pp. 279-294.

Disability in old age. In: Fischer, E. (ed.): Fields of Action in Therapeutic Education. Basic knowledge for practice. Stuttgart: Kohlhammer 2014, pp. 251-270.

Fundamentals of biographical work. In: Greving, H./Schäper, S. (eds.): Concepts and Methods in Therapeutic Education. Orientation knowledge for practice. Stuttgart: Kohlhammer 2013, pp. 186-204.

Problems of old age. In: Neuhäuser, G./Steinhause, H.-Ch./Häßler, F./Sarimski, K. (eds.): Intellectual Disability. Foundations, manifestations and clinical problems, treatment, rehabilitation and legal aspects. 4th edition. Stuttgart: Kohlhammer 2013, pp. 377-388.

The epistemological positioning of anthroposophical therapeutic education. In: Grimm, R./Kaschubowski, G. (eds.): Compendium of Anthroposophical Therapeutic Education. Munich/Basel: Reinhardt, 2008, pp. 119-133.

Old age, education and culture. In: Dederich, M./Greving, H; (eds.): Therapeutic Education as Cultural Studies. People between medicine and economics. Gießen: Psychosozial-Verlag, 2009, pp. 169-186.

Social pedagogy and therapeutic education. A reflection on related and neighboring theory-practice relationships. In: Mührel, E./Birgmeier, B. (eds.): Theory of Social Pedagogy, a theoretical dilemma? Wiesbaden: Verlag für Sozialwissenschaften, 2009, pp. 33-44.

Didactics of understanding and educating from the perspective of anthroposophical therapeutic education. In: Jürgens, D. (ed.): Understanding and Helping. On the unity of diagnosis and support. Lucerne: Edition SZH/CSPS, 2008, pp. 13-34.

Intellectual disability from an anthroposophical perspective. In: Fischer, E. ( ed.): Education for People with Intellectual Disabilities. Perspectives theories current challenges. 2nd edition. Oberhausen: Athena, 2008, pp. 101-330.

Old age. In: Greving, H. (ed.): Compendium of Therapeutic Education. Volume 1: A-H. Troisdorf: Bildungsverlag EINS, 2007, pp. 7-20.

Older people with disabilities. In: Greving, H. (ed.): Compendium of Therapeutic Education. Volume 1: A-H. Troisdorf: Bildungsverlag EINS, 2007, pp. 21-32.

Training cultures (together with Jürgens, D./Kaschubowski, G./Fischer, A./Wintgen, I.). In: Kaschubowski, G. (ed.): Structure and Culture – Dilemma or Source of Fruitful Engagements. Lucerne: Edition SZH/CSPS, 2006, pp. 145-185.

Educational and therapeutic education-related supplementary content for the training curriculum Anthroposophical Therapeutic Education. In: Fischer, A. (ed.): Education and Art. The significance of the artistic for social and therapeutic educational professions. Bern, Stuttgart, Vienna: Haupt, 2006, pp. 53-59.

Therapeutic educational support: An integral and specialized approach to action in curative education in the context of education, therapy, care and counseling. In: Büchner, Ch. (ed.): Traces of Life. On the harmony of education and therapy. Lucerne: Edition SZH/CSPS, 2005, vol. 11, pp. 51-89.

Development of children and adolescents from an anthroposophical-therapeutic educational perspective. In: Egli, H. (ed.): Developmental Spaces: Future aspects for life with children with disabilities. Lucerne: Edition SZH/CSPS, 2004, pp. 11-20.

Anthroposophical-therapeutic educational developmental didactics: Theoretical foundations and didactic aspects of action. In: Egli, H. (ed.): Developmental Spaces: Future aspects for life with children with disabilities. Lucerne: Edition SZH/CSPS, 2004, pp. 139-166.

Phenomena of change – The process of further development from social therapy to social agogics. In: Gäch, A. (ed.): Phenomena of Change: What therapeutic education and social therapy are challenged to address. Lucerne: Edition SZH/CSPS, 2004, pp. 273-318.

Older people with intellectual disabilities: Education Support Social Therapy. In: Federal Association for Anthroposophical Therapeutic Education and Social Therapy e.V. Newsletter Easter 2004: Supplement I-VII, Wuppertal.

Field of practice: residential care (with Knapp, R.). In: Badry, E./Buchka, M./Knapp, R. (eds.): Pedagogy: Foundations and fields of social pedagogical work. 4th revised edition. Munich-Unterschleißheim: Luchterhand, 2003, pp. 365-384.

Field of practice: rehabilitation. In: Pedagogy: Foundations and fields of social pedagogical work. In: Badry, E./Buchka, M./Knapp, R. (eds.): Pedagogy: Foundations and fields of social pedagogical work. 4th revised edition. Munich-Unterschleißheim: Luchterhand, 2003, pp. 385-409.

Introduction to fields of social pedagogical practice. In: Badry, E./Buchka, M./Knapp, R. (eds.): Pedagogy: Foundations and fields of social pedagogical work. 4th revised edition. Munich-Unterschleißheim: Luchterhand, 2003, pp. 309-311.

Didactics – methodology and concepts of social pedagogical practice. In: Badry, E./Buchka, M./Knapp, R. (eds.): Pedagogy: Foundations and fields of social pedagogical work. 4th revised edition. Munich-Unterschleißheim: Luchterhand, 2003, pp. 231-306.

Social pedagogy. In: Badry, E./Buchka, M./Knapp, R. (eds.): Pedagogy: Foundations and fields of social pedagogical work. 4th revised edition. Munich-Unterschleißheim: Luchterhand, 2003, pp. 171-228.

Boundaries – On understanding a complex problem from an educational science perspective. In: Sauter, H. (ed.): Boundary Experiences as an Experience of the Center: Therapeutic educational perspectives on human development. Lucerne: Edition SZH/SPC, 2002, pp. 19-32.

Encounter and education – impulses from Otto Friedrich Bollnow for therapeutic educational practice. In: Klein, F. (ed.): Encounter and Trust – Two Fundamental Dimensions of the Educational Space. Lucerne: Edition SZH/SPC, 2001, pp. 73-98.

Friedrich von Bodelschwingh Jr. (1877-1946). In: Buchka, M./Klein, F./Grimm, R. (eds.): Biographical Portraits of Significant Female and Male Therapeutic Educators of the 20th Century. 2nd edition. Munich: Reinhardt, 2003, pp. 33-46.

Johannes Trüper (1855-1921). In: Buchka, M./Klein, F./Grimm, R. (eds.): Biographical Portraits of Significant Female and Male Therapeutic Educators of the 20th Century. 2nd edition. Munich: Reinhardt, 2003, pp. 371-384.

Intuitive-rational case hermeneutics in therapeutic education. In: Buchka, M. (ed.): Intuition as an Individual Capacity for Knowledge and Action in Therapeutic Education. Lucerne: Edition SZH/SPC, 2000, pp. 107-128.

Jakob Lutz – Sketch of a physician and therapeutic educator (with Klimm, H./Wintsch, H.). In: Buchka, M. (ed.): Intuition as an Individual Capacity for Knowledge and Action in Therapeutic Education. Lucerne: Edition SZH/SPC, 2000, pp. 175-182.

Didactic planning and intention. In: Buchka, M. (ed.): Intuition as an Individual Capacity for Knowledge and Action in Therapeutic Education. Lucerne: Edition SZH/SPC, 2000, pp. 129-138.

Dietary means in practical (therapeutic) education: A reflection on forgotten foundations from the history of (therapeutic) education with a view to cognitive development. In: Kaschubowski, G. (ed.): On the Question of Effectiveness in Therapeutic Educational Work. Lucerne: Edition SZH/SPC, 1999, pp. 65-78.

Reprint of the article in Slovak: Dieteticke prostriedky v praktickej (liecebnej) pedagogike: rozpamätavanie sa na zabudnute zaklady z dejin (liecebnej) pedagogiky s ohladom na kognitivny vyvoj. In: Klein, F., a kol. : liecenie a vychova 1. Zilina roku, 2005, pp.117-131.

On the theory and practice of social work (social pedagogy and social work) as neighboring fields of therapeutic and special education: An analysis and classification of the works of Ferdinand Klein. In: Kaschubowski, G. (ed.): On the Question of Effectiveness in Therapeutic Educational Work. Lucerne: Edition SZH/SPC, 1999, pp. 187-204.

Nohl, Herman. In: Maier, H. (ed.): Who is who in social work? Freiburg/Br: Lambertus, 1998, pp. 437-440.

Natorp, Paul. In: Maier, H. (ed.): Who is who in social work? Freiburg/Br.: Lambertus, 1998, pp. 424-426.

König, Karl. In: Maier, H. (ed.): Who is who in social work? Freiburg/Br.: Lambertus, 1998, p. 318 f.

Bäumer, Gertrud. In: Maier, H. (ed.): Who is who in social work? Freiburg/Br.: Lambertus, 1998, pp. 64-68.

Herman Nohl. In: Grimm, R. (ed.): Self-development of the educator in fields of therapeutic educational practice: The idea of self-education in H. Nohl, P. Moor, J. Muth, J. Korczak and R. Steiner. Lucerne: Edition SZH/SPC, 1998, pp. 13-29.

Healing forces in education and in social support. In: Grimm, R./Kaschubowski, G. (eds.): Healing and Educating: Special Education and Anthroposophical Therapeutic Education in Dialogue. Lucerne: Edition SZH/SPC, 1998, pp. 39-48.

Social and vocational rehabilitation for adults with intellectual disabilities in the areas of living, work and leisure. In: Baudisch, W. (ed.): Focal Points of Social and Vocational Rehabilitation. Münster: Litt, 1997, pp. 21-37.

Study reform and unconsidered alternative proposals at the Catholic University of Applied Sciences North Rhine-Westphalia. – 1996. In: Engelke, E. (ed.): Social Work as Education. Study reforms and models (with H. Maier). Freiburg/Br: Lambertus, 1996, pp. 172-189.

Concepts for supporting older people with intellectual disabilities in the areas of living, work and leisure. In: Schmetz, D. (ed.): Intellectual Disability and Paths to Differentiated Support. Frankfurt a.M.: Diesterweg, 1994, pp. 94-113.

The “educational relationship” in the upbringing and education of the child with intellectual disabilities. In: Trapmann, H. et al. (eds.): Fragmented Childhood. Cologne, Catholic University of Applied Sciences NW, Borgmann: Modernes Lernen, 1994, pp. 292-305.

Burnout syndrome among teachers and caregivers of people with intellectual disabilities. In: Schmetz, D. (ed.): Intellectual Disability and Paths to Differentiated Support. Frankfurt a.M.: Diesterweg, 1994, pp. 143-159.

Disability services. In: Textor, M.R. (ed.): General Social Services. Weinheim: Beltz, 1994, pp. 151-165.

On the living and care situation of older people with intellectual disabilities in residential homes and workshops. In: Diözesan-Caritasverband für das Erzbistum Köln (ed.): Assistance for aging and elderly people with disabilities. Cologne: Diözesan-Caritasverband, 1992, pp. 3-22

Positioning and new perspectives of a didactics of social work with adults with intellectual disabilities. In: Breuer, K.H. (ed.): Yearbook for Youth Social Work, vol. 12, Cologne: Die Heimstatt,1991, pp. 249-269.

The intellectually disabled person in old age: Foundations and practical models for the living environments of housing and leisure. In: Trapmann, H. et al. (eds.): Old Age: Fundamental questions, individual problems, approaches to action. Dortmund, Catholic University of Applied Sciences, Borgmann: Modernes Lernen, 1991, pp. 226-246.

Social pedagogy and therapeutic education. In: Breuer, K.H. (ed.): Yearbook for Youth Social Work, vol. 11, Cologne: Die Heimstatt, 1990, pp. 183-188.

Housing and forms of housing for people with intellectual disabilities. In: Breuer, K.H (ed.): Yearbook for Youth Social Work, vol. 11, Cologne: Die Heimstatt, 1990, pp. 191-202.

Fundamentals of person-oriented pedagogy. In:  Dreher, W. (ed.): Pedagogy for People with Intellectual Disabilities from the Human Being: Festschrift for Theodor Hofmann on his 60th birthday. Gütersloh: Jakob von Hodis Verlag, 1990, pp. 85-99.

Burnout syndrome among professional helpers in social pedagogy and social work: Fundamentals and therapeutic assistance on the problem. In: Breuer, K.H. (ed.). Yearbook for Youth Social Work. vol. 9, Cologne: Die Heimstatt, 1988, pp. 61-89.

Fundamentals and examples of a support plan as an instrument of social pedagogical action. In: Breuer K.H. (ed.): Yearbook for Youth Social Work, vol. 8, Cologne: Die Heimstatt, 1987, pp. 125-147.

A new concept in religious education. In: Pohl, R. (ed.): Religious Education in Schools for Students with Intellectual Disabilities (special school). Dortmund: Wulff, 1987, pp. 51-73.

Lesson plan: Love thy neighbor. In: Pohl, R. (ed.): Religious Education in Schools for Students with Intellectual Disabilities (special school). Dortmund: Wulff, 1987, pp. 114-138.

Foreword. In: Bonn, H.: Work Education: Subject-related work attitudes of students with severe intellectual disabilities in the vocational school stage. Initiation and project design. Berlin: Marhold. 1985, pp. 1-3.

Attempt to structure the guidelines for schools for students with intellectual disabilities – special school – (with Nellissen, E. and Brand, I.) In: Pohl, R. (ed.): Examples for implementing the “Recommendations for Teaching in Schools for Students with Intellectual Disabilities (special school)”. Dortmund: Wulff, 1981, pp. 7-38.

On lesson planning in special schools – illustrated using the example of the school for students with intellectual disabilities (with W. Kuhn). In: Hofmann, T. (ed.): Contributions to the Pedagogy of Intellectual Disability. Rheinstetten: Schindele, 1979, pp. 174-187.

A didactic foundation for a curricularly structured education for students with intellectual disabilities and methodological principles in their practical relevance for religious education. In: Kaspar, F. (ed.): Religious Education at Special Schools. Concepts and models for practice. Munich/Lahr: Pfeiffer, 1974, pp. 100-131.

Speech drawing in religious education for students with intellectual disabilities. In: School Office of the Diocese of Rottenburg (ed.): Aids for religious instruction of children with intellectual disabilities. Rottenburg: Self-published, 1973, pp. 60-69.

Prolegomena and exemplary aspects of religious instruction in schools for students with intellectual disabilities. In: Werkbriefe on Religious Education. II. delivery. Düsseldorf: Patmos, 1971/72, pp. 60-78.

Critical remarks on the new framework curriculum for Catholic religious education in schools for students with intellectual disabilities (special school). In: Werkbriefe on Religious Education. II. delivery. Düsseldorf: Patmos, 1971/72, pp. 57-60.

Old age and disability in fairy tales. In: Menschen. Journal for living, learning and working together. No. 1/2023.46th year. Graz 2023. p. 72f.

Children’s fates in the fairy tale collection of the Brothers Grimm. In: Menschen. Journal for living, learning and working together.  No. 3/4/2022. 45th year. Graz 2022. p. 92 f.

History of the Waldorf kindergarten. In: Erziehungskunst 2019, issue 4, pp. 12-15.

Inclusive education is gaining influence. Inclusion – A term is becoming established. In: Universalis – The Alanus Magazine. Issue 10, November 2017, p. 31. 

Living communities and old age – “Developing a culture of giving” (2015). Thomas Maschke in conversation with Maximilian Buchka. In: Behinderte Menschen. Journal for living, learning and working together. Vol. 38, issue 6, p. 60f.

Buchka, Maximilian; Maschke, Thomas (2015): Living community and old age  –  developing a culture of giving. In: behinderte menschen.  Journal for living, learning and working together.  Graz/Austria, vol. 38, issue no. 6, p. 60f.

The method convinced me! A conversation about
(detours) to Waldorf education. In: Erziehungskunst 2015, issue 3, p. 30f. (together with Friederike Bönner and Tanja Fuchs)

Cows, milk & co. In: Lernen konkret, September 3, 2014, pp. 14-15.

Visiting Scheurenhöfchen. In: Lernen konkret, September 3, 2014, pp. 16-17.

Experiencing nature and strengthening competencies. In: Lernen konkret, September 3, 2014, pp. 22-25. (together with Alina Hesberg). Download as PDF >>

Children with scars on their souls. In: Rudolf-Steiner-Seminar. Continuing Education Center for Inclusion and Social Care, Annual Communications 2012, pp. 22-27.

Current lines of development in work with adults with disabilities. In: Seelenpflege in Heilpädagogik und Sozialtherapie, vol. 32, issue 1, pp. 29-44.

Comparative therapeutic and special education. In: Lernen konkret, vol. 31, 2012, issue 3, pp. 30-32.

The image of old age in society. On the changing significance of old age and older people from the perspective of social and literary history. In: Lernen konkret, vol. 31, 2012, issue 1, pp. 2-9.

Intergenerational encounters between young and old. In: Lernen konkret, vol. 31, 2012, issue 1, pp. 29-30.

Erziehungskunst – some introductory thoughts on its systematic clarification. In: Seelenpflege in Heilpädagogik und Sozialtherapie, vol. 29, 2011, issue 3, pp. 27-39. Also in: RoSE   Research on Steiner Education, 2011, Volume 2, Number 1, p. 4-11. Online at: http://www.rosejourn.com/index.php/rose/article/view/58 (last accessed 15 November 2013).

Gerontagogical work in anthroposophical institutions. In: Quarterly Journal of Therapeutic Education and Related Fields, vol. 80, 2011, issue 2, pp. 111-119.

Respect for the path of people with disabilities into the world. Educator Maximilian Buchka on past times in special education and a culture of mindfulness. Interview by Alfred Hovestädt. In: Sozialcourage. The Magazine for Social Action, 3/2010, p. 30.

On growing older with a disability. In: FondsGoetheanum, weekly supplement of the Neue Zürcher Zeitung, November 2009, p. 3.

From treatment to healing. The first steps with people with disabilities. In: Die Brücke (Georgian professional journal), 2007, issue 1, pp. 4-21.

Present and future tasks for anthroposophical village communities. In: Seelenpflege in Heilpädagogik und Sozialtherapie. vol. 25, 2007, issue 1, pp. 17-29.

Social-therapeutic geragogy. In: Seelenpflege in Heilpädagogik und Sozialtherapie. Growing older. vol. 24, 2006, issue 1, pp. 46-63.

Tasks of anthroposophical social therapy for the future. In: ein BLICK. Camphill Village Community Lehenhof, 2005, issue 12, pp. 44-49.

Tools for biographical work. In: Lernen konkret, vol. 23, 2004, issue 4, p. 27.

My Book of Life: An exemplary teaching unit on biographical work in the vocational stage of the school for students with intellectual disabilities. In: Lernen konkret, vol. 23, 2004, issue 4, pp. 14-16.

Phases and steps in biographical work. In: Lernen konkret, vol. 23, 2004, issue 4, pp. 6-10.

Fundamentals of biographical work. In: Lernen konkret, vol. 23, 2004, issue 4, pp. 2-5.

Anthroposophical therapeutic education in the context of and compared with current theoretical models of therapeutic and special education. In: Seelenpflege in Heilpädagogik und Sozialtherapie, vol. 22, 2004, issue 3, pp. 23-42.

Supporting people with disabilities. In: Sozialcourage   The Magazine for Social Action, 2004, issue 1, pp. 26-27.

Healing and Educating: A review of a successful seven-year conference series. In: Seelenpflege in Heilpädagogik und Sozialtherapie, vol. 21, 2003, issue 2, pp. 11-20.

Future models of integrative support in village communities. In: Seelenpflege in Heilpädagogik und Sozialtherapie, vol. 21, 2003, issue 1, pp. 35-52.

The fairy tale considered didactically. In: Lernen konkret, vol. 20, 2001, issue 4, pp. 2-5.

From treatment to support: Initial approaches to dialogical support for people with disabilities. In: Seelenpflege in Heilpädagogik und Sozialtherapie, vol. 20, 2001, issue 3, pp. 12-37.

The rhythmic teaching principle in the therapeutic educational Waldorf school. In: Lernen konkret, vol. 18, 1999, issue 1, pp. 7-12.

Concept of a sociagogy (sociagogical intervention) for adults with intellectual disabilities. In: Journal of Therapeutic Education, vol. 49, 1998, issue 9, pp. 412-422.

Workshop teaching in the final stage of a residential special school according to the Waldorf curriculum (with Esser, B.). In: Lernen konkret, vol. 17, 1998, issue 1, pp. 22-27.

Encounters – effects – developments: Thoughts of a university lecturer on anthroposophical therapeutic education and social therapy in his professional history. In: Seelenpflege in Heilpädagogik und Sozialtherapie, vol. 15, 1997,, issue 3, pp. 146-153.

Housing training: “Everyday life in the home as a field of learning and practice”. In: Lernen konkret, vol. 15, 1996, issue 3, pp. 2-7.

Housing as social rehabilitation for people with intellectual disabilities. In: Lernen konkret, vol. 15, 1996, issue 3, pp. 25-31.

From client to customer   Social work as a service? In: Die Heimstatt, 1996, issue 1-4, pp. 18-20.

Thoughts on the therapeutic educational relationship. In: Lernen konkret, vol. 12, 1993, issue 1, pp. 26-29.

Example of epoch teaching. In: Lernen konkret, vol. 11, 1992, issue 3, p. 12 f.

On therapeutic educational exercises. In: Lernen konkret, vol. 11, 1992, issue 3, pp. 18-21.

On the living and care situation of older people with intellectual disabilities in apartments and workshops. In: Publication series of the Diocesan Caritas Association Cologne, issue 2. Cologne, 1992, pp. 3-22.

The action situation of play as reflected in the guidelines. In: Lernen konkret, vol. 10, 1991, issue 4, pp. 12-14.

Aids for drawing up an education plan in fields of social pedagogical action. In: Unsere Jugend, vol. 40, 1988, issue 2, pp. 80-90.

On the relationship between pedagogy and therapy from the perspective of social pedagogy. In: KFH-aktuell, 1987, issue 1, pp. 23-39.

School social work/school social pedagogy in special schools: Example: school for students with intellectual disabilities. In: Schulmanagement, vol. 18, 1987, issue 3, pp. 30-34.

Burned out: On burnout syndrome among professional helpers working with people with intellectual disabilities. In: Lernen konkret, vol. 6, 1987, issue 4, pp. 27-32.

On the problem of integrating subject-oriented courses into project-oriented teaching. In: Lernen konkret, vol. 4, 1985, issue 4, p. 1 f.

Teaching example on the propaedeutic concept. In: Lernen konkret, vol. 4,1985, issue 4, pp. 5-8.

Levels of planning for project-oriented teaching for students with intellectual disabilities. In: Lernen konkret, vol. 4, 1985, issue 3, pp. 8-22.

Methodological examples for intensifying teaching and learning in everyday university life. In: KFH-aktuell, 1985, issue 1, pp. 6-13.

Media in catechesis and religious education. In: Lernen konkret, vol. 4, 1985, issue 4, p. 31 f.

Individual support in project-oriented teaching. In: Lernen konkret, vol. 4, 1985, issue 4, p. 19 ff.

Basic concept of project-oriented teaching. In: Lernen konkret, vol. 4, 1985, issue 3, pp. 1-6.

Religious education for students with intellectual disabilities: a positioning. In: Schweizerische heilpädagogische Rundschau, vol. 7, 1985, issue 7, pp. 125-137.

“We are going traveling”: On the educational significance and implementation of school camp stays. In: Lernen konkret, vol. 3, 1984, issue 1, pp. 1-4.

Schedule for preparatory measures for carrying out a school camp stay. In: Lernen konkret, vol. 3, 1984, issue 1, pp. 23-25.

We take the city bus to school. A conversation with vocational-stage students and teachers from School am Nordpark on the subject. In: Lernen konkret, vol. 1, 1983, issue 4, p. 15f.

Fairy tale: The Golden Goose – A theater performance in the school project of School am Nordpark. In: Lernen konkret, vol. 2, 1983, issue 1/2, p. 20f.

Didactic information on planning a school project   using the example of School am Nordpark in Neuss. In: Lernen konkret, vol. 2, 1983, issue 1/2, pp. 10-14.

Our school. School am Nordpark. (with Giesen, M.). In: Lernen konkret, vol. 2, 1983, issue 1/2, pp. 7-9.

Project-oriented teaching. In: Lernen konkret vol. 1, 1982, issue 1, p. 29f.

Timetable for schools for students with intellectual disabilities (special school). In: Communications of the NW Central Association in the Association of German Special Schools, 1981, issue 1, pp. 33-35.

Statement on the draft decree regarding teaching and break times in the school for students with intellectual disabilities. In: Communications of the NW Central Association in the Association of German Special Schools, 1980, issue 1, pp. 25-27.

Foundations of biblical instruction for students with intellectual disabilities, part 1. In: Schweizer Erziehungs-Rundschau, vol. 47, 1974, issue 7, pp. 216-222.

Foundations of biblical instruction for students with intellectual disabilities, part 2. In: Schweizer Erziehungs-Rundschau, vol. 47, 1974, issue 8, pp. 226-229.

Educational experiences with the “test battery for children with intellectual disabilities”. In: Sonderpädagogik, vol. 3, 1973, issue 2, pp. 74-83.

The person with intellectual disabilities   a person with multiple disabilities. In: Praxis der Kinderpsychologie und Kinderpsychiatrie, vol. 22, 1973, issue 5, pp. 171-174.

On the infrastructure of schools for students with intellectual disabilities. In: Katholische Frauenbildung, vol. 73, 1972, issue 2, pp. 85-93.

On the anthropology of the child with Down syndrome. In: Schweizer Erziehungs-Rundschau, vol. 45, 1972, issue 3, pp. 85-92.

Didactic concepts and methodological consequences for special schools for students with intellectual disabilities. In: Katholische Frauenbildung, vol. 73, 1972, issue 4, pp. 215-225.

The historical path of schools for students with intellectual disabilities. In: Katholische Frauenbildung, vol. 72, 1971, issue 12, pp. 661-668.

Service to people with disabilities: a biblical reflection. In: Jugendwohl, vol. 52, 1971, issue 4, pp. 156-158.

The language pattern in children with Down syndrome. In: VHN: Quarterly Journal of Therapeutic Education and Related Fields, vol. 40, 1971, issue 4, pp. 308-312.

Presentation of a method for toilet training in people with severe intellectual disabilities. In: Lebenshilfe, vol. 10, 1971, issue 4, pp. 219-226.