Inclusive Classroom Profile (ICP): a cultural validation and investigation of its perceived usefulness in the context of the Swedish preschool

Figures & data

Table 1. Research-based instruments and frameworks about high-quality early childhood inclusion.

Instrument	Instrument type	Administration	Overview
Inclusive Early Childhood Education Environment Self-Reflection Tool (European Agency for Special Needs and Inclusive Education 2017)	Self-reflection tool	Can be used by staff	Consists of 8 items designed to help staff in inclusive early childhood education: 1. Overall welcoming atmosphere; 2. Inclusive social environment; 3. Child-centred approach; 4. Child-friendly physical environment; 5. Materials for all children; 6. Opportunities for communication for all; 7. Inclusive teaching and learning environment; and 8. Family-friendly environment
Building Blocks model (Sandall et al. 2008)	Didactical framework; a handbook	Can be used by staff	Consists of a set of evidence-based educational practices designed to help staff teaching preschoolers with special educational needs
Inclusive Classroom Profile (ICP; Soukakou 2016)	Structured observation rating scale; assessment tool for inclusive practices	One classroom/one group at a time attended by children aged 2 through 5 years of age; requires 2½–3 h of direct observation; can be used by staff, evaluators and researchers; and 7-point Likert Scale	Consists of 12 evidence-based items (practices): 1. Adaptations of space, materials, and equipment; 2. Adult involvement in peer interactions; 3. Adults’ guidance of children’s free-choice activities and play; 4. Conflict resolution; 5. Membership; 6. Relationships between adults and children; 7. Support for communication; 8. Adaptations of group activities; 9. Transitions between activities; 10. Feedback; 11. Family-professional partnerships; and 12. Monitoring children’s learning

Table 2. ICP items, examples from the curriculum, level of accordance (low, partial or full) between the ICP and the curriculum, and themes generated.

ICP items (Soukakou 2016)	Examples from the curriculum (SNAE 2011)	Accordance	Themes
1. Adaptations of space, materials, and equipment	The staff is responsible for ‘structuring the learning environment of the preschool so that the child has access to a good environment and material for development and learning’ (16).	Full	IC and CMC
2. Adult involvement in peer interactions	The staff should ‘stimulate interaction between children’ (9).	Full	IC and CMC
3. Adults’ guidance of children’s activities and play	‘Play is important for the child’s development and learning’ (6). The work team should ‘cooperate to provide a good environment for development, play and learning, and pay particular attention to and help children who for different reasons need support in their development’ (11).	Full	IC and CMC
4. Conflict resolution	The staff should ‘stimulate interaction between children and help them to resolve conflicts, as well as work out misunderstandings, compromise and respect each other’ (9).	Full	IC and CMC
5. Membership	The work team should ‘show respect for the individual and help in creating a democratic climate in the preschool, where a feeling of belonging and responsibility can develop, and where children have the opportunity of showing solidarity’ (9).	Full	IC and CMC
6. Relationships between adults and children	‘Children in the preschool should meet adults who see the potential in each child and who involve themselves in interactions with the indi­vidual child and the group of children as a whole’ (5).	Full	IC and CMC
7. Support for communication	The staff should ‘challenge the curiosity of children and their growing understanding of language and communication’ and ‘give children the opportunity to develop their ability to communicate’ (11).	Partial	IC and CMC
8. Adaptations of group activities	‘Concern for the individual child’s well-being, security, development and learning should characterise the work of the preschool. Account should be taken of the varying conditions and needs of children. This means that the preschool cannot be organised in the same way everywhere  … ’ (4).	Full	IC and CMC
9. Transitions between activities	No explicit mention of transitions between activities.	Low	IC and CMC
10. Feedback	No explicit mention of feedback.	Low	IC and CMC
11. Family-professional partnerships	The work team should ‘cooperate with the home concerning the child’s upbringing, and discuss with parents the rules and attitudes in the preschool’ (9).	Partial	IC and CCD
12. Monitoring children’s learning	According to the curriculum, ‘each child’s learning and development’ should be ‘systematically documented, followed up and analysed so that it is possible to evaluate how the preschool provides opportunities for children to develop and learn in accordance with the goals and intentions of the curriculum’ (14).	Partial	IC and CCD

Note: Interesting and Clarifying, (IC). Cultural Matches and Confirmations, (CMC). Cultural Conflicts and Dislikes, (CCD).

Table 3. Themes and subthemes by forms, benefits, outcomes and feasibility.

Themes	Subthemes
Forms	One-on-One Professional Dialogues
	Small-Group Professional Dialogues
Benefits	Point of Departure
	Strengthened Recommendations
	Practice-Oriented Professional Dialogues
	Environmental-Oriented Professional Dialogues
Outcomes	Increased Knowledge
	A Bird’s Eye View and Critical thinking
	Quality Improvement Efforts
	An Enriched Professional Language
Feasibility	Concepts and Negotiations
	Accuracy
	Unfairness

European Agency for Special Needs and Inclusive Education. 2017. Inclusive Early Childhood Education Environment Self-reflection Tool. Odense: European Agency for Special Needs and Inclusive Education.

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Sandall, R. S., I. S. Schwartz, H.-Y. Chou, E. Horn, G. Joseph, J. Lieber, S. Odom, and R. Wolery. 2008. Building Blocks for Teaching Preschoolers with Special Needs 2nd ed. Baltimore: Paul H. Brookes.

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Soukakou, E. P. 2016. Inclusive Classroom Profile. ICPTM. Manual Research Edition. Baltimore: Paul H. Brookes.

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SNAE (Swedish National Agency for Education). 2011. Curriculum for the preschool Lpfö 1998: Revised 2010. Stockholm: Skolverket.

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