Examination of the quality of schools where 0-3 age group children with and without special needs receive services

This research aims to implement validity and reliability studies of the Infant/Toddler Environment Rating Scale-Third Edition (ITERS-3), which evaluates the quality of educational environments in daycare centers and preschools serving typically developing (TD) children aged 0-3 years and early childhood education units serving children with special needs (SN). The research utilized a descriptive survey model, which is a quantitative research method, and was conducted in 12 different cities of Turkey (Antalya, Kütahya, Denizli, İzmir, İstanbul, Sakarya, Samsun, Eskişehir, Ankara, Mersin, Adana, and Isparta). The data of the research were collected from 177 classrooms, 150 of which were daycare centers and preschools serving TD children and 27 of which were classrooms in special education early childhood units serving children with SN. In this study, three research questions were addressed. In parallel with these research questions, firstly, the ITERS-3 was translated into Turkish, and validity and reliability analyses were conducted, yielding the final version of the ITERS-3-Turkish Form (TF). Secondly, quality scores of the classrooms were examined by using descriptive analysis. Finally, it was tested whether the quality scores differed according to various variables. Descriptive analyses were conducted, and mean scores were calculated using SPSS as well as RSP package in R software based on the research questions. Confirmatory factor analysis was performed for the original form of ITERS-3 whereas exploratory factor analysis and confirmatory factor analysis were conducted for the validity analysis of ITERS-3-TF. For reliability analyses, Cronbach's alpha coefficient, split-half reliability, and inter-rater reliability were utilized. In addition, item discrimination analysis was also performed for ITERS-3-TF. Moreover, Mann-Whitney U test was conducted to examine differences in quality scores across various variables. The results showed that the fit indices of ITERS-3-TF for CFA were lower than the acceptable levels; however, it is accepted as a reliable scale. The mean of the total quality scores obtained for all classrooms in the research group was 2.13 (inadequate-limited); the mean of the quality scores for the classrooms where TD children receive services was 2.10 (inadequate-limited) whereas for the classrooms where children with SN receive services it was 2.08. Based on the type of schools, in other words being a public school or a private school, there was a difference in the quality scores of classrooms where TD children receive services. The mean of the quality scores for the public schools are higher than the private schools. No significant difference was found in the quality scores regarding teachers' undergraduate majors, educational background, and whether they had received education related to the 0-3 age group. Nevertheless, regarding years of work experience, there was a significant difference in the quality scores. That is to say, the quality scores of the classrooms where more experienced teachers work are higher.