Professional Credential Program: Impacting Early Childhood Inclusive Learning Environments

Autor/inn/en	Classen, Audra I.; Westbrook, Alicia
Titel	Professional Credential Program: Impacting Early Childhood Inclusive Learning Environments
Quelle	In: International Journal of Inclusive Education, 26 (2022) 7, S.719-736 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Classen, Audra I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1717652
Schlagwörter	Early Childhood Teachers; Credentials; Program Evaluation; Inclusion; Students with Disabilities; Teacher Shortage; Faculty Development; Access to Education; Professional Development; Educational Practices + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Studienbuch; Programme evaluation; Programmevaluation; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrermangel; Education; Access; Bildung; Zugang; Bildungszugang; Bildungspraxis
Abstract	For more than three decades, the inclusion of children with disabilities in early childhood education settings has been developing worldwide in educational research, policy, and real-world practice. The purpose of this study was to examine the impact of a Special Needs Inclusive Practices Credential Program with early educators working in the southeastern region of the United States. Researchers used the "Inclusive Classroom Profile" ("ICP") with a pre-post research design to measure inclusive practice change. Initial results from this study revealed a statistically significant effect on all but two items for the initial cohorts (i.e. 1 and 2). After revising the PD for cohort 3 the analyses did not identify any items from the ICP that were not statistically significant. Importantly the overall analyses (including all 3 cohorts), revealed a statistically significant for within subjects on the total pre- and post-test score of the "Inclusive Classroom Profile" (ICP[superscript TM]) (2016), Wilk's Lambda = 0.49, F (1, 82) = 83.92, p = 0.000. The analysis did not identify any items that did not result in a statistically significant change between pre and post evaluations of all cohorts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01