Inclusive Classroom Profile (ICP): a cultural validation and investigation of its perceived usefulness in the context of the Swedish preschool

Lundqvist, Johanna; Bodin, Ulrika Larsdotter

doi:10.1080/13603116.2018.1555867

Cited by 11 publications

(11 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This even if they reach higher levels of later ICP criteria such as Adult responsiveness to children's interests and Adult responsiveness to children's emotional needs. A similar outcome appeared in a previous study that examined the use of ICP in Swedish preschools (Lundqvist and Larsdotter Bodin, 2018). Many Swedish preschools offer pictures for daily activities, but not visual support to express needs and feelings, which would be important to provide quality relationships between adults and children.…”

Section: Discussionsupporting

confidence: 76%

Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools

et al. 2022

View full text Add to dashboard Cite

This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two without. At each preschool, one child with special educational needs (SEN) in social play (n = 4) and one or two socially skilled peers (n = 6) participated. The study aimed to explore how the teachers perceived the influence of PT/ST on social engagement and social play skills in the children with SEN, with/without coaching, and if PT/ST supported social play between the children with and without SEN. It also aimed to examine the feasibility of PT/ST and the influence on preschool inclusion quality in the preschools, with/without coaching. Observational assessments and video observations were used. The results indicate that PT/ST was beneficial for the children with SEN to engage in social play with peers and practice social skills, and for the preschool’s inclusion quality regarding involvement in peer interactions and guidance in play, both with/without coaching for the teachers. However, the coaching strengthened the intervention fidelity. Social play occurred between the children with and without SEN in activities where they seemed similarly attracted by the toys and play materials and when they all could engage in the play goals, tasks, and roles. For this, they sometimes needed instructions and encouragement from the teachers.

show abstract

Section: Discussionsupporting

confidence: 76%

Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Recently, international observational assessments like the Inclusive Classroom Profile (ICP; Lundqvist and Bodin 2018) and the Autism Program Environment Rating Scale (APERS; Bejnö et al 2019), have been validated in Swedish preschools. Both ICP and APERS cover contextual dimensions of children's development; like adults guidance of play and the social climate.…”

Section: A Need To Address Sen For Specific Learning Objectivesmentioning

confidence: 99%

Social validity and psychometric properties of Teacher Impression Scale – A pilot study

Gladh

Westling

Siljehag

et al. 2021

European Journal of Special Needs Education

View full text Add to dashboard Cite

Teachers of inclusive early childhood education (ECE) are responsible for monitoring children's social skills achievement, and promoting social play between children with and without special educational needs (SEN). The Teacher Impression Scale (TIS) is an observational assessment developed for this purpose. This study aims to explore the social validity of the Swedish version of TIS, TIS-S, and to evaluate its effectiveness in identifying participants for peer-mediated interventions in Swedish preschools; by also testing the internal consistency, and the construct and criterion-related validity of the scale. The teachers (N = 16) observed children with SEN (n = 16) and without SEN (n = 16) in social play situations with TIS-S and subsequently answered a survey. Data were analysed quantitatively and qualitatively. Results demonstrate that the TIS-S has high internal reliability. The TIS-S also discriminated between the groups of children with and without SEN, which provided evidence of construct and criterion validity. Social validity was verified as the teachers reported that TIS-S was suitable for recognising individual children's need for support in interactions with peers, planning for adaptations for all children in the social learning environment, and reflecting on the complexity of children's social behaviour in play.

show abstract

“…Organizers of inclusive education policies have the aim of providing quality education without any discriminatory character. All children can learn together and support each other (Lundqvist & Bodin Ulrika, 2018;Wardah, 2019). Based on the findings of the research, inclusive education can increase the confidence of students with special needs and grow a sense of empathy and togetherness for other students and change the stigma of society towards peers and students with special needs.…”

Section: Content Of Policymentioning

confidence: 90%

The Implementation of Inclusive Educational Policies in Elementary School

Zakiah

Karsidi

Yusuf

2021

JPP

View full text Add to dashboard Cite

The inclusive education policies were created for children with special needs based on the equality principle. The implementation of inclusive education policies in each region has a different level of success. This research aims to find out how the implementation of inclusive education policies in elementary schools of Surakarta was reviewed from Grindle’s policy implementation theory. The method used in this research is a mixed-methods, which is involving 102 respondents and 9 informants from 12 inclusive schools. The data analysis used in this research was a descriptive statistic and interactive modeling analysis of Miles and Huberman. The results showed that the implementation of inclusive education policy had a positive impact on the students and their environment, with the level of implementation of inclusive education is 76.8%, therefore the efforts are needed to optimize the implementation of inclusive education policies in the form of training for teachers and providing of supporting infrastructures.

show abstract

Inclusive Classroom Profile (ICP): a cultural validation and investigation of its perceived usefulness in the context of the Swedish preschool

Cited by 11 publications

References 9 publications

Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools

Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools

Social validity and psychometric properties of Teacher Impression Scale – A pilot study

The Implementation of Inclusive Educational Policies in Elementary School

Contact Info

Product

Resources

About