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<p>In primary school practice and research, a&#xa0;distinction is made between teaching quality according to effectiveness (performance growth) and quality (professional and moral standards). However, models of teaching effectiveness have so far barely taken inclusion into account. As a&#xa0;result of the UN CRPD and changes to school law, inclusive structures must be developed at all levels—with modified teaching characteristics, internal reference standards and individualised curricula. This article reflects on whether, and to what extent, the research paradigm of instructional effectiveness needs to be expanded for primary education in order to fulfil inclusive mandates. First, it juxtaposes empirical findings from several decades of effectiveness research—differentiated by surface- and deep-level instructional features—with models of inclusive pedagogy. Commonalities and divergences are identified. On this basis, it calls for process quality and, in particular, recognition, non-discrimination, equity and participation to be considered alongside cognitive learning and for the role of performance in the paradigm to be critically scrutinized.</p>

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Qualität inklusiven Unterrichts

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月15日

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  • Josephine Laukner,
  • Svenja Vieluf

摘要

In primary school practice and research, a distinction is made between teaching quality according to effectiveness (performance growth) and quality (professional and moral standards). However, models of teaching effectiveness have so far barely taken inclusion into account. As a result of the UN CRPD and changes to school law, inclusive structures must be developed at all levels—with modified teaching characteristics, internal reference standards and individualised curricula. This article reflects on whether, and to what extent, the research paradigm of instructional effectiveness needs to be expanded for primary education in order to fulfil inclusive mandates. First, it juxtaposes empirical findings from several decades of effectiveness research—differentiated by surface- and deep-level instructional features—with models of inclusive pedagogy. Commonalities and divergences are identified. On this basis, it calls for process quality and, in particular, recognition, non-discrimination, equity and participation to be considered alongside cognitive learning and for the role of performance in the paradigm to be critically scrutinized.