Quality in Inclusive and Non-Inclusive Infant and Toddler Classrooms: What Are the Trends After 15 Years?

Abstract

ABSTRACT It is beneficial to keep the information concerning quality of care offered to infants and toddlers current to maximize children’s outcomes. This study analyzed the data collected from 2016 to 2018 in order to examine the current status of quality of care for infants/toddlers in licensed child-care centers in North Carolina and compared findings with results reported from data collected in 2003-04. The current data (N = 1053 classrooms) revealed the percent of infants/toddler classrooms serving children with disabilities (N = 162, 15.38%) slightly increased from the 2003–04 data collection (N = 64, 13.6%), while the overall quality slightly decreased to 4.76 from 4.94. Further, there were no differences in quality (based on the Infant/Toddler Environment Rating Scale-Revised) between inclusive and non-inclusive infant and toddler classrooms regardless of disability severity. The researchers examined which structural and process characteristics affected quality scores. Classroom quality differed by age groups. Further, teacher education, ratios, and teachers’ length of time in the classroom were still associated with higher quality ratings. The data on low-scoring items were similar in 2003–4 and 2016–18, with programs continuing to struggle with Personal Care Routines.