Social inclusion in the early years 61the EI/ECSE literature (Barton and Smith, 2015). Odom (2000) notes that early
childhood inclusion should be measured at the child level in regard to outcomes
and also at the classroom and program level to ensure that children with disabilities
are attending high-quality inclusive settings. To measure the quality of inclusion at
the child level, it is recommended that practitioners use data collection for multiple
purposes (e.g., assessment, progress monitoring, decision making, tracking instruc-
tional opportunities) (Barton et al., 2015). To measure the quality of inclusion at
the classroom level, varying measurement tools have been discussed in the litera-
ture (e.g., Irwin, 2009; Soukakou, 2012; Strain and Bovey, 2011). These classroom
evaluation tools rely on the foundation of quality early childhood programs that is
provided by the developmentally appropriate practice (DAP) framework and also
on the evidence-and-practice-based recommended practices outlined by the DEC
Recommended Practices for young children with disabilities (Barton and Smith,
2015; Copple and Bredekamp, 2009; Division for Early Childhood, 2014). Barton
and Smith (2015) summarize eight evaluation tools that practitioners and programs
can use to measure the quality of inclusive early childhood classrooms and four
commonly used checklists for inclusive data collection at the child level.
Training competent classroom teams and staff
Both practitioners and parents have identified inadequate pre-service and in-
service training for high-quality inclusion as a concern regarding the experiences
and outcomes of young children with disabilities who attend inclusive early child-
hood placements (Rafferty and Griffin, 2005). To improve the quality of early
childhood inclusion, practitioners (e.g., early childhood educators, early childhood
special educators) must know how to implement inclusive practices with fidel-
ity, which necessitates that they be provided with effective learning opportuni-
ties to acquire the requisite skills (National Professional Development Center on
Inclusion, 2009; Rafferty and Griffin, 2005).
The EI/ECSE literature suggests that practitioners be provided with learning
opportunities to develop skills involving competencies such as consultation, col-
laboration, and the facilitation of positive child–child interactions to name a few
(Bailey, McWilliam, Buysse and Wesley, 1998; Hollingsworth and Buysse, 2009;
Buysse, Wesley, Bryant and Gardner, 1999). Particularly in regard to in-service
professional development learning opportunities, it is also suggested that adequate
dosage levels of instructional, practice-based coaching be provided to support prac-
titioners in their skill development (Fox, Hemmeter, Snyder, Binder and Clarke,
2011; National Center on Quality Teaching and Learning, 2015; Snyder, Hemmeter,
Artman-Meeker, Kinder, Pasia and McLaughlin, 2012; Strain, 2014). The support of
leadership and policymakers, and ultimately of the policies and procedures that they
develop, is essential for ensuring that evidence-based pre-service and in-service
practitioner training is available and provided for individuals working in inclusive
early childhood settings (Odom, Buysse and Soukakou, 2011; Stayton, 2015).