Practitioner use of the revised Individual Child Engagement Record-Revised (ICER-R) for observing children with disabilities in inclusive childcare is examined. Training in the use of the ICER-R, which includes both a momentary time sampling observation system and rating scales, was provided across two training phases with five to seven participants. Four of the five participants who completed both phases of the training achieved greater than 80% inter-observer agreement on the observation measure within the allocated time, and were able to maintain this level of agreement over subsequent observation sessions. There was consistency in ratings across observers and positive, statistically significant correlations were found for data gathered using momentary time sampling and data from rating scales. The practical value of the ICER-R was supported by feedback provided through evaluation questionnaires completed by participants. Training childcare practitioners to systematically observe children with disabilities in inclusive childcare has the potential to benefit both children and staff.
|Number of pages||21|
|Journal||International Journal of Disability, Development and Education|
|Publication status||Published - Mar 2010|