Quality in Inclusive and Noninclusive Infant and Toddler Classrooms

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Deborah J. Cassidy, Professor (Creator)
Linda L. Hestenes, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The quality of care in infant and toddler classrooms as compared across inclusive (n=64) and noninclusive classrooms (n=400). Quality was measured using the Infant/Toddler Environment Rating Scale-Revised (ITERS-R). An exploratory and confirmatory factor analysis revealed four distinct dimensions of quality within the ITERS-R. Inclusive classrooms were higher in quality on the overall scale as well as on three of the four factor-based scales. Teachers reported, on average, that children had mild to moderate disabilities. Correlational analyses indicated that neither having more children with disabilities nor having children with more severe disabilities was associated with higher or lower quality scores. Teacher education and teacher-child ratios were important predictors of quality. Information on low-scoring items on the Personal Care Routines subscale is also presented.

Additional Information

Language: English
Date: 2007
Education, Early Childhood, Disabilities, Teacher-Child Ratio, Classroom Quality, Inclusive Classrooms, Non-inclusive Classrooms

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