Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms

Autor/inn/en	Fyssa, Aristea; Vlachou, Anastasia
Titel	Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms
Quelle	In: Journal of Early Intervention, 37 (2015) 3, S.190-207 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815115606908
Schlagwörter	Foreign Countries; Teaching Methods; Classroom Techniques; Inclusion; Disabilities; Preschool Teachers; Preschool Education; Observation; Preschool Children; Mainstreaming; Educational Quality; Educational Policy; Teacher Characteristics; Rating Scales; Likert Scales; Statistical Analysis; Greece + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Inklusion; Handicap; Behinderung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Beobachtung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Rating-Skala; Likert-Skala; Statistische Analyse; Griechenland
Abstract	The purpose of this study was to examine the quality of the practices that Greek teachers use to support the inclusion of children with disabilities in general preschools. Fifty-two preschool units for children between 4 and 6 years of age participated in this study. Data were collected through systematic observation with the use of the Inclusive Classroom Profile (ICP). Given that the ICP was devised and field tested in the United Kingdom, its applicability to Greece was subsequently explored. Results from descriptive statistics revealed the existence of mainly poor-quality practices. Analysis of the reliability of the scale showed high interrater agreement, while exploration of its structural validity showed that quality was detected as a unidimensional construct consisting of nine items. This article discusses the issue of preschool inclusion quality in Greece, while it contributes to the emergent research on the ICP in relation to its validation in different cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01