Book excerpt: The Inclusive Classroom Profile (ICP) was developed in response to a lack of validated instruments designed specifically to measure the quality of inclusive practices, and it is based on research evidence on the effectiveness of specialized instructional strategies for meeting the individual needs of children in inclusive settings (Odom, 2004; National Professional Development Center on Inclusion, 2011; Buysse and Hollingsworth, 2009). The ICP has been used in a pilot study in the United Kingdom with promising results for the measure's reliability and validity (Soukakou, in press). The purpose of this study was to conduct the first USA demonstration study leading to validation. The measure was field tested in 51 inclusive settings in North Carolina. The following are the preliminary results from this demonstration study: (1) The measure has acceptable inter-rater agreement, is internally consistent, and shows a good factor structure; (2) Correlations with another measure of global classroom quality (ECERS-R) provided initial evidence for construct validity; and (3) Assessors reported the measure to be feasible and easy to use. (Contains 1 footnote.) [Additional funding for this paper was provided by the NC Rated License Assessment Project, the Division of Child Development and Early Education; and the NC Department of Public Instruction, Exceptional Children.].