Inclusive Classroom Profile (ICP): A Cultural Validation and Investigation of Its Perceived Usefulness in the Context of the Swedish Preschool

Autor/inn/en	Lundqvist, Johanna; Larsdotter Bodin, Ulrika
Titel	Inclusive Classroom Profile (ICP): A Cultural Validation and Investigation of Its Perceived Usefulness in the Context of the Swedish Preschool
Quelle	In: International Journal of Inclusive Education, 25 (2021) 3, S.411-427 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1555867
Schlagwörter	Foreign Countries; Inclusion; Classroom Observation Techniques; Profiles; Preschool Education; Special Education; Special Needs Students; Preschool Children; Educational Quality; Rating Scales; Test Validity; National Curriculum; Sweden; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Charakterisierung; Profilanalyse; Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Quality of education; Bildungsqualität; Rating-Skala; Testvalidität; Schweden
Abstract	The Inclusive Classroom Profile (ICP) is a structured observation instrument. It has been developed to support high-quality early childhood inclusion of children with special educational needs and disabilities. The aim of this study is to examine the cultural validity of the instrument in Swedish preschools and to investigate its perceived usefulness in a Swedish preschool context. Ten special educators, who conducted professional dialogues with preschool teachers and other preschool staff members in a Swedish municipality, were enrolled. The instrument was compared with the Swedish national curriculum for the preschool, and the perceptions of special educators were collected by way of dialogue seminar method. Thematic analyses were conducted. The results of the study show that the instrument, with few exceptions, is valid in Sweden, and that the instrument can be useful for special educators conducting professional dialogues about early childhood inclusion with preschool teachers and other preschool staff members. The study has relevance for those who work with early childhood inclusion in Sweden as well as elsewhere, and for those who plan to validate the instrument and investigate its perceived usefulness in a context pertinent to them. High-quality inclusion is on the agenda in many nations, and a Sustainable Development Goal. [Paper presented at the Intergenerational and Comparative Perspectives on Quality Inclusive Education (ICPQIE) (Stockholm, Sweden, June 22-25, 2018).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01