The purpose of this course is to develop foundational skills for setting up an inclusive program that meets the needs of students with disabilities in general education settings. The course will emphasize many of the behind-the-scenes strategies and activities that must be completed on a regular basis to make inclusive education effective and efficient.

The approaches for teaching can be broadly classified into teacher centered and student centered. In Teacher-Centered Approach to Learning, Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.

This course defining school readiness Many definitions and conceptualizations of school readiness have been used in past decades; however, with recent advances in science and knowledge a growing consensus on the definition has emerged. School readiness is currently defined by three interlinked dimensions: a) ready children; b) ready schools; and c) read families. Children, schools and families are considered ready when they have gained the competencies and skills required to interface with the other dimensions and support smooth transitions