IMPLEMENTING QUALITY INCLUSION: UTILIZING THE INCLUSIVE CLASSROOM

PROFILE (ICP™):C

Elena Soukakou

Inclusion Institute, Chapel Hill, 2018

Copyright © 2017 by Elena P. Soukakou. All rights reserved. 1

WHY IS IT IMPORTANT TO ASSESS THE QUALITY OF INCLUSION?

MOVING BEYOND GLOBAL QUALITY: THE INCLUSIVE CLASSROOM PROFILE (ICP)

Complements existing program quality measures & standards

Focuses on evidence-based inclusive, practices that support the individual needs of children with disabilities

THE ICP…

Measures inclusive, classroom-level practices that have strongest research support for meeting the individualized needs of children with disabilities

Is a structured observation measure that includes a review of documentation and interview

Uses a 1-7 point rating scale to assign scores for 12 items

Consists of a manual and packet of forms

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HOW IS THE ICP DESIGNED TO BE USED?

As a research tool

For program evaluation

TO SUPPORT CONTINUOUS QUALITY IMPROVEMENT

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HOW ARE STATES USING THE ICP?

Developing targeted training and technical assistance

Pre and post assessments

Increasing collaboration between general and special education professionals

By teachers for self assessment and increasing reflective practice

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ADMINISTRATION OF THE ICP

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UNDERSTANDING THE STRUCTURE OF THE ICP

12 Items

Indicators

Examples

Criteria for rating indicators

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WHAT DO THE ICP ITEMS MEASURE?

Instructional strategies supporting individualized learning and engagement in activities and routines

Procedures for monitoring children’s learning and progress

Environmental adaptations to support access and participation in activities and routines

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THE ICP INDICATORS ASSESS:

Occurrence: Was the practice being implemented?

Frequency: How often is it implemented?

Consistency: Was the practice implemented consistently throughout the day and/or across children?

Context: Where was the practice embedded?

Individualization: Was each child supported as needed?

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HOW IS INFORMATION GATHERED WHEN CONDUCTING AN ICP ASSESSMENT?

Structured observation (O)

Teacher interview (I)

Documentation review (DR)

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CALCULATING AND INTERPRETING THE ICP RATINGS

ICP total score

Item specific ratings

Communication of results will depend on the purpose of the assessments

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THE ICP ITEMS

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12 ICP ITEMS

1. Adaptation of space, equipment, and materials2. Adult involvement in peer interactions3. Adult guidance of children’s activities and play4. Conflict resolution5. Membership6. Relationships between adults and children7. Support for social communication8. Adaptation of group activities9. Transitions between activities10. Feedback11. Family-professional partnerships12. Monitoring children’s learning

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3. Adult Guidance of Children’s Activities and Play

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8. Adaptation of Group Activities

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9. Transitions Between Activities

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THE ICP TRAINING PROGRAM

5- day training program

Overview Session

Reliability Training

Levels of Proficiency

Train the Trainer Progam

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WHAT DO WE KNOW ABOUT USING THE ICP FOR PD?

Different states use different models of professional development (focus on various range of inclusive practices; different PD strategies; tools and resources).

US Pilot Study of the ICP training program: 77% of respondents reported having used the ICP since being trained

Majority of respondents are using the ICP to assess the quality of inclusive classroom practices

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FEASIBILITY & ACCEPTABILITY OF THE ICP AS A PD TOOL

Participants (N=76) from two studies , 92% have achieved high reliability proficiency upon first training.

Feedback from ICP users – 91% reported it is a useful tool for application in continuous quality improvement.

(Soukakou, Evangelou & Holbrooke, in press; West, Soukakou, & Winton, in preparation)

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CHARACTERISTICS OF EFFECTIVE PD STRATEGIES

Instructional, interactional, and environmental practices as the content of PD are clearly defined and include examples

Teachers are provided with opportunities to learn and implement the practices in their job with explicit feedback about their implementation.

Improvements or changes in classroom practice are linked with child outcomes

( Winton, Snyder & Goffin, 2016)

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WHAT DO WE WANT TO LEARN?

How can the ICP be used as part of a PD intervention system?

What resources /support might PD providers, but also ECE Professionals need in order to incorporate the ICP into their work?

How might the ICP practices become the content focus of an effective PD intervention system?

What PD strategies might be used to support implementation of a PD framework that involves the ICP practices?

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HOW WILL YOU USE THIS INFORMATION?

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Interested in more information? Please visit: http://www.brookespublishing.com/resource-center/screening-and-

assessment/inclusive-classroom-profile/

http://pdc.fpg.unc.edu/using-inclusive-classroom-profile-proficiency