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

The study investigates the cultural validity of The Inclusive Classroom Profile (ICP) tool in Swedish kindergartens, and explores its perceived usefulness in a Swedish kindergarten context. The research questions are: 1. To what extent does ICP correspond to the national curriculum for Swedish kindergartens? 2. What are the special needs teachers' reflections with regard to ICP and what themes emerge in the reflections of the special needs teachers? 3. What types of professional dialogues, initiated through ICP, are implemented by the special needs teachers and how is ICP used? 4. According to the special needs teachers, what are the perceived benefits and results of these professional dialogues and what is the perceived feasibility of ICP?

The results show that ICP, with few exceptions, is valid in Sweden. The authors of the study conclude that ICP may be useful for special needs teachers who lead professional dialogues on early inclusion with kindergarten teachers and other kindergarten staff.

Ten special needs teachers, who engaged in professional dialogues with kindergarten teachers and other kindergarten staff in a Swedish municipality, were recruited. ICP was compared with the Swedish national curriculum for kindergartens, and the special needs teachers' perceptions were collected using the dialogue seminar method. The data material was thematically analysed.

Lundqvist, J., & Larsdotter Bodin, U. (2021). “Inclusive Classroom Profile (ICP): a cultural validation and investigation of its perceived usefulness in the context of the Swedish preschool”. International Journal of Inclusive Education, 25(3):411-427.