The purpose of this study was to test the reliability and validity of the Inclusive Classroom Profile (ICP), an observation measure designed to assess the quality of classroom practices in inclusive preschool programs. The measure was field tested in 51 inclusive classrooms. Results confirmed and extended previous research findings, providing further evidence for the measure's interrater reliability, factor structure, and construct validity. New information from testing the relationship between the ICP and key program characteristics provided support for the measure's discriminant validity. Reports on the ease of use of the ICP from state assessors involved in collecting data for the study indicate that the ICP holds promise for use in quality assessment. Findings from the present study are discussed with respect to implications for use of the ICP in research, policy, program evaluation, and professional development.

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This article describes the curriculum activities in one child-centered, developmentally appropriate child care facility preschool classroom. In particular, it explains how activities are selected according to children's needs, interests, and abilities, and how the activities address the core competencies mandated by the public school system in kindergarten. This emergent or "grassroots" curriculum (Cassidy & Lancaster, 1993; Cassidy & Myers, 1987) is based on specific observations made of individual and small groups of preschool children. Teachers in this classroom of 3-to 5-year-olds use daily planning to respond to observed behaviors, and then facilitate learning and development for each individual child. Since this child care facility is located in the state of North Carolina, the authors delineate which competencies from the North Carolina Standard Course of Study for Kindergarten (North Carolina State Department of Public Instruction) are addressed through the activities.

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