Professional credential program: impacting early childhood inclusive learning environments

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^TM) (2016), Wilk’s Lambda = .49, F (1, 82) = 83.92, p = .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.

KEYWORDS:

• Professional development
• inclusion
• early childhood
• inclusive classroom profile

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Mississippi Department of Health and Human Services [grant number 6014706/6014707].

Notes on contributors

Audra I. Classen

Audra I. Classen is an assistant professor of special education at The University of Southern Mississippi. Dr. Classen also serves as a research specialist and Inclusive Classroom Profile (ICP) assessor for the Mississippi Early Childhood Inclusion Center (MECIC). Before obtaining her doctorate from the University of Kansas, she worked as an early childhood special education teacher, research assistant, and university supervisor for field experiences. Dr. Classen’s research interests include early childhood inclusion, literacy for young children, and assessment practices for culturally and linguistically diverse families and children. Reflecting these interests, Dr. Classen is currently examining the preparation and professional development of early educators working in child-care settings.

Alicia Westbrook

Alicia Westbrook is the director of the Mississippi Early Childhood Inclusion Center (MECIC) where she works to ensure the vision and quality of the program is maintained and disseminates program results nationally. In addition to her director role, Dr. Westbrook is an Inclusive Classroom Profile (ICP) assessor and a member of the PEDS diagnostic team. Finally, Dr. Westbrook teaches child development and special education courses for The University of Southern Mississippi as an adjunct professor.