Measuring the Quality of Inclusive Practices

Abstract

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.

Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education

“…At least one study has reported differences in inclusion quality across program types, meaning the authors found differences in the quality of practices specific to the education and inclusion of children with disabilities. Soukakou, Winton, West, Sideris, and Rucker (2014) found that center-based childcare programs had significantly lower Inclusive Classroom Profile (ICP) scores compared with public school, Head Start, and reverse mainstreaming preschool classrooms. The significant difference between childcare ICP scores and the other programs remained when controlling for teacher education, Early Childhood Environment Rating Scale–Revised (ECERS-R) scores, special education course hours, and the number of children with an Individualized Education Program (IEP).…”

“…A set of detailed quality indicators accompanies each item. Although the ICP is still a relatively new measure, initial validation studies are promising (Soukakou, 2012; Soukakou et al, 2014). Like other inclusion quality measures, the ICP only assesses classroom features and practices unique to the education of young children with disabilities—it does not include global quality indicators.…”

“…Although a complete picture of inclusive education quality requires an assessment of both global quality and inclusion quality, ICP validation studies were the only ones found that have used both a measure of global and inclusion quality (Soukakou, 2012; Soukakou et al, 2014). The studies provide insight into the specific ways that global and inclusion quality may overlap and diverge.…”

The Quality of Mainstreaming in Preschool: The Views of Parents of Children with Down Syndrome

“…The proceeding on what quality mainstreaming is and how it should be applied resulting from the long-lasting experiences based on preschool mainstreaming practices, prepared by the two major organizations, namely DEC and NAEYC, have been put in the literature (Division for Early Childhood National Association for the Education for Young Childen, 2009). With this proceeding, the concepts of "Access, Participation and Support" that determine the quality of mainstreaming practices in preschool education have been explained, and field experts have agreed on a common opinion on their placement in preschool education standards (Larocco & Barton, 2016;Odom, Buysse, & Soukakou, 2011;Soukakou, Winton, West, Sideris, & Rucker, 2015).…”

Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden

“…Using observational assessments to collect data on classroom and teacher variables that contribute to education quality is well-established in preschool research (Pianta et al 2005; Reszka et al 2012; Sam et al 2015; Westman Andersson et al 2013). Several assessments of general early childhood education environments, such as the Early Childhood Environment Rating Scale-Revised (Harms et al 2005; Kärrby 1989; Kärrby and Giota 1994), and the Inclusive Classroom Profile (Lundqvist et al 2016; Soukakou 2012; Soukakou et al 2014) are examples of scales that have been developed and translated to Swedish. However, there is to date no instrument available in Swedish designed to assess the quality of the intervention program setting for preschool children with ASD.…”