Schramme, Sabrina (2024). "Nothing about us - without us". How Experiences with Inclusion Promote Participation and Political Activism. In: Institute for Democracy and Civil Society (ed.). Knowledge creates democracy. Focus on a Disabled Society, Volume 15, Jena, 168-179.

Schramme, Sabrina (2024): Inclusive pedagogy and intersectionality: Why the development of democracy and inclusion must be thought of intersectionally together. In: Bosse, Ingo; Müller, Kathrin; Nußbaumer, Daniela (eds.): International and democratic perspectives on inclusion and equal opportunities. Bad Heilbrunn: Verlag Julius Klinkhardt, pp. 211-217

Siegel, Stefan; Schramme, Sabrina; Brzank, Petra (2023): Quo vadis, intersectionality and health? Theory is closer to practice in theory than in practice. In: Stadtpunkte THEMA. Information on health promotion. Issue 02 December 2023, pp. 6-9.

Schramme, Sabrina (2023): The significance of right-wing electoral successes for diversity, equal opportunities and inclusion. In: Thüringer Zeitschrift der Bildungsgewerkschaft December 2023, p. 8.

Schramme, Sabrina (2023): Disability and Gender: Developments and Findings for Inclusive Education. In: Forum Erziehungshilfe. Beltz Juventa: Weinheim. Vol. 29, Issue 3, pp. 152-154. DOI 10.3262/FOE2303152

Schramme, Sabrina (2022): Queer Studies as a Perspective of Inclusive Pedagogy. In: Kasten, Anna & Pangritz, Johanna (eds.) Feminisms in Social Work. Weinheim: Beltz Juventa (pp. 355-371).

Schramme, Sabrina (2021): It's not normal to be different. Normality from the perspective of former "integration children", exemplified by the elementary sector of the education system. In Vierteljahreszeitschrift für Heilpädagogik und ihre Nachbargebiete, 90 Jg., Heft 2 (pp. 85-89).

Schramme, Sabrina (2021): Twice discriminated against? Why discrimination is multidimensional. In Schweizerische Zeitschrift für Heilpädagogik, 27 Jg., Heft 4, (pp. 9-15).

Schramme, Sabrina; Schildmann, Ulrike (2020): Developmental strands of intersectionality research on gender and disability: dialogue between two generations of researchers. In: Journal 47 of the Network Women's and Gender Studies NRW (pp. 40-44).

Schildmann, Ulrike; Schramme, Sabrina (2020): Inclusive pedagogy and intersectionality research. Comparison of two conceptions from the perspective of feminist women's studies on gender and disability. In Gender. Journal for Gender, Culture and Society, Issue 3, pp. 11-26. doi.org/10.3224/gender.v12i3.02

Schramme, Sabrina (2020): Biographical experiences of "former integration children". In People. Zeitschrift für gemeinsames Leben, Lernen und Arbeiten, 43 Jg., Heft 2, S. 47-51.

Schramme, Sabrina (2019): Biographical experiences with integration (inclusion) in kindergarten and school from the retrospective of disabled women and men. An empirical study. Bochum/Freiburg: Projektverlag.

Schildmann, Ulrike; Schramme, Sabrina; Libuda-Köster, Astrid (2018): The category of disability in intersectionality research. Theoretical foundations and empirical findings. Bochum/Freiburg: Projektverlag.

Schildmann, Ulrike; Schramme, Sabrina (2017): Inclusive pedagogy and intersectionality research: approaches and perspectives of a new scientific discourse. In Feyerer, Ewald; Prammer, Wilfried; Prammer-Semmler, Eva; Kladnik, Christine; Wimberger, Richard (eds.) System. Change. Development. Players in inclusive processes in the field of tension between institution, profession and person. Bad Heilbrunn: Verlag Julius Klinkhardt, pp. 301-305.

Schildmann, Ulrike; Schramme, Sabrina (2017): Disability: localisation of a social category in gender studies / intersectionality research. In Kortendiek, Beate et al. (eds.) Handbook of Interdisciplinary Gender Studies. Wiesbaden: Springer VS, pp. 881-889

Schildmann, Ulrike; Schramme, Sabrina (2017): Intersectionality. Disability-gender-age. In Vierteljahreszeitschrift für Heilpädagogik und ihre Nachbargebiete, 86 Jg., Heft 3, p.191-202.

Schramme, Sabrina (2015): Institutional transitions. School - training - work from the perspective of disabled women and men with school integration experiences. In Vierteljahreszeitschrift für Heilpädagogik und ihre Nachbargebiete, 84 Jg., Heft 4, p.299-308.