A systematic review of studies investigating quality of inclusive preschool classrooms


Abstract views: 302 / PDF downloads: 171

Authors

DOI:

https://doi.org/10.37291/2717638X.202453381

Keywords:

Inclusive preschool, Early childhood quality, Early childhood inclusion

Abstract

Inclusion of young children with disabilities in early childhood settings that are primarily designed for typically developing children is a recommended practice. Although several reviews have summarized the literature focused on the quality of preschool classrooms in general, extant literature does not include a study that specifically summarized results of studies focused on investigating quality of inclusive preschool classrooms. The purpose of this systematic literature review was to identify studies focused on examining quality of inclusive preschool classrooms, determine characteristic features of these studies and summarize information about the overall quality of inclusive preschool classrooms. Twenty-five articles met the inclusion criteria and were analyzed using a 27-item coding system developed by the researchers. The findings reveal a lack of consistent reporting of classroom demographics and teacher characteristics across the studies. Furthermore, the review identifies inconsistencies in reporting practices related to the roles and training of individuals conducting classroom quality measures, raising concerns about data reliability and validity. Additionally, the findings suggest areas for improvement in instructional support in inclusive classrooms, calling for strategies to enhance teacher training and professional development. The results underscore differences in preschool classroom quality across countries, emphasizing the necessity for global efforts and tailored interventions to improve early childhood education quality.

References

Aguiar, A. L., & Aguiar, C. (2020). Classroom composition and quality in early childhood education: A systematic review. Children and Youth Services Review, 115(2020), 105086. DOI: https://doi.org/10.1016/j.childyouth.2020.105086

Aguiar, A. L., Aguiar, C., Cadima, J., Correia, N., & Fialho, M. (2019). Classroom quality and children’s social skills and problem behaviors: Dosage and disability status as moderators. Early Childhood Research Quarterly, 49(2019), 81–92. DOI: https://doi.org/10.1016/j.ecresq.2019.05.005

Aguiar, C., Moiteiro, A. R., & Pimentel, J. S. (2010). Classroom quality and social acceptance of preschoolers with disabilities. Infants and Young Children, 23(1), 34–41. DOI: https://doi.org/10.1097/IYC.0b013e3181c9766e

Bakkaloglu, H., Sucuoglu, B., & Yilmaz, B. (2019). Quality of inclusive preschool classrooms: Predictive variables. Education and Science, 44(199), 223–238. DOI: https://doi.org/10.15390/EB.2019.7839

Burchinal, M. (2016). Large-scale evaluations of child care as a context for development: Implications for research and practice. In K. E. Sanders & A. W. Guerra (Eds.), The culture of child care: Attachment, peers, and quality in diverse communities (pp. 205–228). Oxford University Press. DOI: https://doi.org/10.1093/acprof:oso/9780190218089.003.0011

Burchinal, M. R., Roberts, J. E., Riggins, R., & Zeisel, S. A. (2000). Relating quality of center-based child care to early cognitive and language development longitudinally. Child Development, 71(2), 339–357. DOI: https://doi.org/10.1111/1467-8624.00149

Buysse, V., Wesley, P. W., Bryant, D., & Gardner, D. (1999). Quality of early childhood programs in inclusive and noninclusive settings. Exceptional Children, 65(3), 301–314. DOI: https://doi.org/10.1177/001440299906500302

Cadima, J., Aguiar, C., & Barata, M. C. (2018). Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities. Early Childhood Research Quarterly, 45(2018), 93–105. DOI: https://doi.org/10.1016/j.ecresq.2018.06.007

Campbell, P., Milbourne, S., Silverman, C., & Feller, N. (2005). Promoting inclusion by improving child care quality in inner-city programs. Journal of Early Intervention, 28(1), 65–79. DOI: https://doi.org/10.1177/105381510502800107

Chhabra, S., Bose, K., & Chadha, N. (2018). Early childhood educators’ perspectives and practices about inclusion of children with special needs in Botswana. Journal of Research in Childhood Education, 32(2), 234–249. DOI: https://doi.org/10.1080/02568543.2018.1425223

Classen, A. I., & Westbrook, A. (2022). Professional credential program: Impacting early childhood inclusive learning environments. International Journal of Inclusive Education, 26(7), 719–736. DOI: https://doi.org/10.1080/13603116.2020.1717652

Clawson, C., & Luze, G. (2008). Individual experiences of children with and without disabilities in early childhood settings. Topics in Early Childhood Special Education, 28(3), 132–147. DOI: https://doi.org/10.1177/0271121407311482

Clifford, R. M., Reszka, S. S., & Rossbach, H.-G. (2010). Reliability and validity of the early childhood environment rating scale. FPG Child Development Institute.

Coelho, V., Cadima, J., & Pinto, A. I. (2019). Child engagement in inclusive preschools: Contributions of classroom quality and activity setting. Early Education and Development, 30(6), 800–816. DOI: https://doi.org/10.1080/10409289.2019.1591046

Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. DOI: https://doi.org/10.1177/001316446002000104

Cunningham, D. D. (2010). Relating preschool quality to children's literacy development. Early Childhood Education Journal, 37(6), 501–507. DOI: https://doi.org/10.1007/s10643-009-0370-8

DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Diamond, K. E., & Huang, H.-H. (2005). Preschoolers’ ideas about disabilities. Infants and Young Children, 18(1), 37–46. DOI: https://doi.org/10.1097/00001163-200501000-00005

European Commission. (2013). Support for children with special educational needs (SEN). Employment, Social Affairs & Inclusion.

European Agency for Special Needs and Inclusive Education (EASNIE). (2014). Five key messages for inclusive education. https://www.european-agency.org/sites/default/files/Five%20Key%20Messages%20for%20Inclusive%20Education.pdf

European Agency for Special Needs and Inclusive Education (EASNIE). (2017). Inclusive Early Childhood Education: Literature Review. Denmark. https://www.european-agency.org/sites/default/files/IECE%20Literature%20Review.pdf

European Agency for Special Needs and Inclusive Education (EASNIE). (2024, October). Inclusive early childhood education. https://www.european-agency.org/activities/inclusive-early-childhood-education

Environment Rating Scales Institute (ESRI), Inc. (n.d.) Information on Authorized Trainers for the Environment Rating Scales (ERS). Retrieved from https://www.ersi.info/PDF/Info%20on%20Authorized%20ERS%20trainers.pdf

File, N., & Kontos, S. (1993). The Relationship of program quality to children’s play in integrated early intervention settings. Topics in Early Childhood Special Education, 13(1), 1–18. DOI: https://doi.org/10.1177/027112149301300104

Fyssa, A., & Vlachou, A. (2015). Assessment of quality for inclusive programs in Greek preschool classrooms. Journal of Early Intervention, 37(3), 190–207. DOI: https://doi.org/10.1177/1053815115606908

Green, K., Terry, N., & Gallagher, P. (2014). Progress in language and literacy skills among children with disabilities in inclusive early reading first classrooms. Topics in Early Childhood Special Education. 33(4), 249-259. DOI: https://doi.org/10.1177/0271121413477498

Grisham-Brown, J., Cox, M., Gravil, M., & Missall, K. (2010). Differences in child care quality for children with and without disabilities. Early Education and Development, 21(1), 21–37. DOI: https://doi.org/10.1080/10409280902783491

Harms, T., & Clifford, R. M. (1980). Early Childhood Environment Rating Scale. Teachers College Press.

Harms, T., Clifford, R., & Cryer, D. (2005). Early Childhood Environment Rating Scale–Revised edition. Teachers College Press.

Harms, T., Clifford, R. M., & Cryer, D. (2015). Early Childhood Environment Rating Scale, Third Edition (ECERS-3). Teachers College Press.

Hestenes, L., Cassidy, D., Shim, J., & Hegde, A. (2008). Quality in inclusive preschool classrooms. Early Education and Development, 19(4), 519-540. DOI: https://doi.org/10.1080/10409280802230973

Holahan, A., & Costenbader, V. (2000). A comparison of developmental gains for preschool children with disabilities in inclusive and self-contained classrooms. Topics in Early Childhood Special Education, 20(4), 224–235. DOI: https://doi.org/10.1177/027112140002000403

Individuals with Disabilities Education Act (IDEA) Regulations, 34 CFR § 300.1, (2004).

Jeon, H.-J., Langill, C. C., Peterson, C. A., Luze, G. J., Carta, J. J., & Atwater, J. B. (2010). Children’s individual experiences in early care and education: Relations with overall classroom quality and children’s school readiness. Early Education and Development, 21(6), 912–939. DOI: https://doi.org/10.1080/10409280903292500

Kazdin, A. E. (2010). Single-case research designs: Methods for clinical and applied settings (2nd ed.). Oxford University Press

Keesbury, S. A. (2015). Student outcomes in a blended preschool program. Journal of the American Academy of Special Education Professionals, 2015(1),147–173.

Kontos, S., Moore, D., & Giorgetti, K. (1998). The ecology of inclusion. Topics in Early Childhood Special Education, 18(1), 38-48. DOI: https://doi.org/10.1177/027112149801800107

La Paro, K. M., Sexton, D., & Snyder, P. (1998). Program quality characteristics in segregated and inclusive early childhood settings. Early Childhood Research Quarterly, 13(1), 151–167. DOI: https://doi.org/10.1016/S0885-2006(99)80030-1

Lawrence, S., Smith, S., & Banerjee, R. (2016). Preschool inclusion: Key findings from research and implications for policy. https://academiccommons.columbia.edu/doi/10.7916/D8571C1C

Ledford, J., Lane, J., & Severini, K. (2018). Systematic use of visual analysis for assessing outcomes in single case design studies. Brain Impairment, 19(1), 4-17. DOI: https://doi.org/10.1017/BrImp.2017.16

Muccio, L. S., Kidd, J. K., White, C. S., & Burns, M. S. (2014). Head Start instructional professionals’ inclusion perceptions and practices. Topics in Early Childhood Special Education, 34(1), 40–48. DOI: https://doi.org/10.1177/0271121413502398

Musgrove. (2012). United States Department of Education, Office of Special Education Programs (OSEP) [Dear Colleague Letter]. Preschool LRE. Retrieved from http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschoollre22912.pdf

Næsby, T. (2020). The quality of inclusion in Danish preschools. Early Child Development and Care, 190(10), 1561–1573. DOI: https://doi.org/10.1080/03004430.2018.1541320

Odom, S., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: a quarter century of research perspectives. Journal of Early Intervention, 33(4), 344–356. DOI: https://doi.org/10.1177/1053815111430094

Office of Special Education and Rehabilitative Services (ED). (2011). 33rd Annual Report to Congress on the Implementation of the" Individuals with Disabilities Education Act," 2011.

Office of Special Education and Rehabilitative Services (ED). (2021). 43rd Annual Report to Congress on the Implementation of the" Individuals with Disabilities Education Act," 2021.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T., Mulrow, C., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. British Medical Journal, 372(71), 1-9. DOI: https://doi.org/10.31222/osf.io/v7gm2

Pelatti, C. Y., Dynia, J. M., Logan, J. A. R., Justice, L. M., & Kaderavek, J. (2016). Examining quality in two preschool settings: Publicly funded early childhood education and inclusive early childhood education classrooms. Child and Youth Care Forum, 45(6), 829–849. DOI: https://doi.org/10.1007/s10566-016-9359-9

Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10(2), 49-88. DOI: https://doi.org/10.1177/1529100610381908

Pianta, R., Downer, J., & Hamre, B. (2016). Quality in early education classrooms: Definitions, gaps, and systems. The Future of Children, 26(2), 119-137. DOI: https://doi.org/10.1353/foc.2016.0015

Pianta, R. C., La Paro, K., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS). Paul H. Brookes.

Siraj‐Blatchford, I., & Wong, Y. (1999). Defining and evaluating ‘quality’ early childhood education in an international context: dilemmas and possibilities. Early Years, 20(1), 7–18. DOI: https://doi.org/10.1080/0957514990200102

Slot, P. (2018). Structural characteristics and process quality in early childhood education and care: a literature review (Ser. OECD education working papers, no.176). OECD Publishing.

Soukakou, E. P. (2012). Measuring quality in inclusive preschool classrooms: Development and validation of the Inclusive Classroom Profile (ICP). Early Childhood Research Quarterly, 27(3), 478-488. DOI: https://doi.org/10.1016/j.ecresq.2011.12.003

Soukakou, E. P., Winton, P. J., West, T. A., Sideris, J. H., & Rucker, L. M. (2014). Measuring the quality of inclusive practices: Findings from the Inclusive Classroom Profile pilot. Journal of Early Intervention, 36(3), 223–240. DOI: https://doi.org/10.1177/1053815115569732

Stanton-Chapman, T. L., Walker, V. L., Voorhees, M. D., & Snell, M. E. (2016). The evaluation of a three-tier model of positive behavior interventions and supports for preschoolers in Head Start. Remedial and Special Education, 37(6), 333–344. DOI: https://doi.org/10.1177/0741932516629650

Vandell, D., & Wolfe, B. (2000). Child care quality: Does it matter and does it need to be improved? Madison: Institute for Research on Child Poverty, University of Wisconsin-Madison. DOI: https://doi.org/10.1037/e305862003-001

Vlachou, A., & Fyssa, A. (2016). Inclusion in practice: Programme practices in mainstream preschool classrooms and associations with context and teacher characteristics. International Journal of Disability, Development & Education, 63(5), 529–544. DOI: https://doi.org/10.1080/1034912X.2016.1145629

Whitebook, M., McLean, C., Austin, L.J.E., & Edwards, B. (2018). Early Childhood Workforce Index–2018. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley. http://cscce.berkeley.edu/topic/early-childhood-work-force-index/2018/

Wolery, M., Pauca, T., Brashers, M. S., & Grant S. (2000). Quality of inclusive experiences measure. Frank Porter Graham Child Development Center, University of North Carolina.

Yeomans-Maldonado, G., Justice, L. M., & Logan, J. A. R. (2019). The mediating role of classroom quality on peer effects and language gain in pre-kindergarten ECSE classrooms. Applied Developmental Science, 23(1), 90–103. DOI: https://doi.org/10.1080/10888691.2017.1321484

Downloads

Published

2024-11-01

How to Cite

Butterworth, L., Rakap, S., & Gülboy, E. (2024). A systematic review of studies investigating quality of inclusive preschool classrooms. Journal of Childhood, Education & Society, 5(3), 386–406. https://doi.org/10.37291/2717638X.202453381