Social Validity of the Inclusive Classroom Profile Among Early Childhood Professionals

Abstract

As it is becoming more common for young children with disabilities to be included in classrooms with their typically developing peers, the need for high-quality inclusive preschool is imperative. The current measures used in Quality Rating and Improvement Systems (QRIS) are not designed to assess the quality of inclusive practices, so children with disabilities might still experience low-quality education in what may be considered high-quality programs. The Inclusive Classroom Profile (ICP) addresses this need by providing a way to measure the quality of inclusive practices in preschool classrooms. This qualitative descriptive research study investigated the social validity of the ICP among early childhood professionals. Results suggest that stakeholders view the ICP as a useful tool to inform instruction at the classroom level and can guide professional development at the program level. Recommendations and considerations for utilizing the ICP for program improvement are discussed.