Heidrich, F., Pozas, M., Letzel, V., Lindner, K.-T., Schneider, C., & Schwab, S. (2022). Austrian Students’ Perceptions of Social Distancing and Their Emotional Experiences During Distance Learning Due to the COVID-19 Pandemic, Frontiers in Education 7:862306. doi: 10.3389/feduc.2022.862306

Kast, J., Lindner, K.-T., Gutschik, A. & Schwab, S. (2021). Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19, European Journal of Special Needs Education, 36:1, 114-126, DOI: 10.1080/08856257.2021.1872849

Lindner, K.-T., Alnahdi, G. H., Wahl, S., & Schwab, S. (2019). Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers. Frontiers in Education. 

Lindner, K.-T., Nusser, L., Gehrer, K., & Schwab, S. (2021). Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms. Frontiers in Psychology, 12.676482. DOI: doi.org/10.3389/fpsyg.2021.676482

Lindner, K.-T., Savolainen, H., & Schwab, S. (2021). Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria, Frontiers in Psychology, 12:702606. DOI: 10.3389/fpsyg.2021.702606

Lindner, K.-T. & Schwab, S. (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education, doi.org/10.1080/13603116.2020.1813450

Pozas, M., Letzel, V., Lindner, K.-T., & Schwab, S. (2021). DI does matter! The effects of differentiated instruction (DI) on secondary school students’ well-being, social inclusion and academic self-concept. Frontiers in Education. 

Schwab S., Lindner K.-T., Helm C., Hamel N., & Markus S. (2021) Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives. European Journal of Special Needs Education. doi.org/10.1080/08856257.2021.1961194

Woltran, F. M., Chan, R., Lindner, K.-T., & Schwab. S. (2021). Austrian elementary school teachers' perception of professional challenges during emergency distance teaching due to COVID-19. Frontiers in Education. 

Kast, J., Lindner, K.-T., Gutschik, A. & Schwab, S. (2021). Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19, European Journal of Special Needs Education, 36:1, 114-126, DOI: 10.1080/08856257.2021.1872849

Lindner, K.-T., Alnahdi, G. H., Wahl, S., & Schwab, S. (2019). Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers, Frontiers in Education. 

Lindner, K.-T., Hassani, S., Schwab, S., Gerdenitsch, C., Kopp-Sixt, S., & Holzinger, A. (2022). Promoting Factors of Social Inclusion of Students with Special Educational Needs: Perspectives of Parents, Teachers and Students. Frontiers in Education.

Lindner, K.-T., Nusser, L., Gehrer, K., & Schwab, S. (2021). Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms. Frontiers in Psychology, 12.676482. DOI: doi.org/10.3389/fpsyg.2021.676482

Lindner, K.-T., Savolainen, H., & Schwab, S. (2021). Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria, Frontiers in Psychology, 12:702606. DOI: 10.3389/fpsyg.2021.702606

Lindner, K.-T. & Schwab, S. (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education, doi.org/10.1080/13603116.2020.1813450

Pozas, M., Letzel, V., Lindner, K.-T., & Schwab, S. (2021). DI does matter! The effects of differentiated instruction (DI) on secondary school students’ well-being, social inclusion and academic self-concept. Frontiers in Education. 

Schwab S., Lindner K.-T., Helm C., Hamel N., & Markus S. (2021) Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives. European Journal of Special Needs Education. doi.org/10.1080/08856257.2021.1961194

Woltran, F. M., Chan, R., Lindner, K.-T., & Schwab. S. (2021). Austrian elementary school teachers' perception of professional challenges during emergency distance teaching due to COVID-19. Frontiers in Education.