Animal assisted interventions nowadays are increasing in the domains of education. The present master thesis tries to show up effects of therapy dog assisted interventions on inclusive pedagogic settings, concerning pupils with special needs and the class communities.Different examples of animal assisted pedagogic are compared. Based on these programms it was tried to develop a personal concept of animal assisted pedagogic in the classroom, named “TAPS”. For evaluation two scientific observations in primaryschool under the aspect of inclusion were implemented and three guidline-based interviews with primar school teachers were held. The present papers shows that the intervention of “therapy dogs” in the classroom bases positive consequences for the quality of inclusion at school.