Intervention Study SURE - Increasing the Quality of Classroom Interactions in Inclusive Classrooms

For the first time in Switzerland, this study examines short and long term effects of two video-based further education courses to increase the quality of classroom interactions in inclusive mainstream classes. Class teachers and special needs teachers reflect on the quality of classroom interactions in terms of behaviour management, instructional support, and emotional support, as a team or together with a coach. As a result, a common perspective on effective inclusive teaching should be developed. The study examines how the quality of classroom interactions changes due to the intervention and whether these changes have a positive effect on school performance, well-being, and behaviour of the students as well as on relationships with peers. Of particular interest is the question of whether children with special educational needs particularly benefit from the development of the teaching. 70 inclusive mainstream classes from 3rd to 6th grade take part in the study. The primary school classes come from 14 cantons in German-speaking Switzerland.

For the first time, the study examines the effectiveness of two video-based interventions for the further development of inclusive teaching in Switzerland. Thus, provides important insights for innovations in the training and further education of teachers and special needs teachers.