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

LUNDQVIST, Johanna
LARSDOTTER BODIN, Ulrika
2018

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The Inclusive Classroom Profile (ICP) is a structured observation instrument. It has been developed to support high-quality early childhood inclusion of children with special educational needs and disabilities. The aim of this study is to examine the cultural validity of the instrument in Swedish preschools and to investigate its perceived usefulness in a Swedish preschool context. Ten special educators, who conducted professional dialogues with preschool teachers and other preschool staff members in a Swedish municipality, were enrolled. The instrument was compared with the Swedish national curriculum for the preschool, and the perceptions of special educators were collected by way of dialogue seminar method. Thematic analyses were conducted. The results of the study show that the instrument, with few exceptions, is valid in Sweden, and that the instrument can be useful for special educators conducting professional dialogues about early childhood inclusion with preschool teachers and other preschool staff members. The study has relevance for those who work with early childhood inclusion in Sweden as well as elsewhere, and for those who plan to validate the instrument and investigate its perceived usefulness in a context pertinent to them. High-quality inclusion is on the agenda in many nations, and a Sustainable Development Goal.

Budgeting of pre-school education for children with disabilities in the municipalities of Elbasan and Korca

KOLPEJA, Vilma
May 2018

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The study on the budgeting of preschool education for children with disabilities was conducted in the municipalities of Elbasan and Korça. It is structured into 5 chapters. Following the introduction (Chapter 1) and the description of the methodology (Chapter 2), Chapter 3 provides the legal and institutional context of inclusive education as well as the crosscutting with the territorialadministrative reform (of 2014) and decentralization. Chapter 4 argues the need for inclusive pre-school education from child rights approach and of longterm economic benefits. This chapter identifies and describes in detail the educational services, rehabilitation services and support services that facilitate the inclusion of children of children with disabilities (0-6 years) in the inclusive preschool education. This chapter provides also information on the number of 0-6 year old children with disabilities, public education structures that apply inclusive pre-school education and the number of children with access to these structures.. Chapter 5 describes and analyzes the funding aspect of inclusive education in the two municipalities under the study.

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