Overview

Available in packs of 5, these are the 40-page forms needed to conduct the complete ICP™assessment. How well is your early childhood program implementing quality inclusive practices? Now there’s a comprehensive, field-tested observational tool that uncovers the answers. A one-of-a-kind tool for classrooms serving children ages 2–5, the Inclusive Classroom Profile (ICP™) assesses 12 key practices with the strongest research base for supporting the education and development of young children in inclusive programs: •Adaptations of Space, Materials, and Equipment •Adult Involvement in Peer Interactions •Adults' Guidance of Children’s Free-Choice Activities and Play •Conflict Resolution •Membership •Relationships between Adults and Children •Support for Communication •Adaptation of Group Activities •Transitions between Activities •Feedback •Family-Professional Partnerships •Monitoring Children's Learning Benefits The in-depth ICP™ evaluation process gives you the rich information and insights you need to:•assess your program’s current inclusive practices •establish a baseline for measuring future progress •apply recommended inclusive practices for young children •guide quality improvement efforts by linking assessment data with instructional decision-making •tailor professional development to teachers' specific needs The ICP™ is an observation rating scale designed to assess the quality of daily classroom practices that support the developmental needs of children with disabilities in early childhood settings. Comprehensive assessment with ICP takes approximately 3½ hours, plus 20 minutes to score. How well is your early childhood program implementing quality inclusive practices? Now there’s a comprehensive, field-tested observational tool that uncovers the answers. A one-of-a-kind tool for classrooms serving children ages 2–5, the Inclusive Classroom Profile (ICP™) assesses 12 key practices with the strongest research base for supporting the education and development of young children in inclusive programs: •Adaptations of Space, Materials, and Equipment •Adult Involvement in Peer Interactions •Adults' Guidance of Children’s Free-Choice Activities and Play •Conflict Resolution •Membership •Relationships between Adults and Children •Support for Communication •Adaptation of Group Activities •Transitions between Activities •Feedback •Family-Professional Partnerships •Monitoring Children's Learning Benefits The in-depth ICP™ evaluation process gives you the rich information and insights you need to:•assess your program’s current inclusive practices •establish a baseline for measuring future progress •apply recommended inclusive practices for young children •guide quality improvement efforts by linking assessment data with instructional decision-making •tailor professional development to teachers' specific needs The ICP™ is an observation rating scale designed to assess the quality of daily classroom practices that support the developmental needs of children with disabilities in early childhood settings. Comprehensive assessment with ICP takes approximately 3½ hours, plus 20 minutes to score.

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9781598579901

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Thanks to the ICP, researchers, administrators, policymakers and parents now have an important tool to capture information about the actual implementation of high quality inclusion practices. --Pam Winton

Thanks to the ICP, researchers, administrators, policymakers and parents now have an important tool to capture information about the actual implementation of high quality inclusion practices. --Pam Winton -Thanks to the ICP, researchers, administrators, policymakers and parents now have an important tool to capture information about the actual implementation of high quality inclusion practices.- --Pam Winton

Author Information

Elena P. Soukakou, D.Phil., is a Senior Lecturer in the School of Education at Roehampton University, London, United Kingdom. Dr. Soukakou earned her doctoral degree in Education from Oxford University, UK. She began her career as an early childhood special education teacher upon graduating from Teachers College, Columbia University. She has since worked for over 10 years as an early intervention specialist, researcher, and consultant for early childhood inclusion and special education in the United States, United Kingdom, and her home country, Greece. In 2013, she received the Distinguished Early Career Award of the Early Education and Child Development Special Interest Group of the American Educational Research Association (AERA) for her work on the Inclusive Classroom Profile. Dr. Soukakou works collaboratively with early childhood educators, professionals, researchers, and leaders in the field to support the inclusion of young children with disabilities and their families in all aspects of early childhood education and care.

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