Cultivating a Sense of Belonging: Inclusion and Universal Design

Students will engage in discussions, activities, and observations pertaining to inclusion and universal design in linguistically and culturally responsive early learning settings. The focus will be on using a program philosophy of social justice and inclusion to shape practices aimed at ensuring that infants and young children with disabilities and their families are full members of the early childhood community and that children have multiple opportunities to learn, develop, and form positive relationships. An inclusive and universal design responds to the language, culture, developmental level, abilities, and interests of all of the children. Positive and caring guidance techniques, child observation, and child-centered teaching will be soundly addressed. Students will learn about planning open-ended curricular experiences that are versatile and flexible, provide different ways to demonstrate knowledge and skills, respond to a variety of developmental and support needs, and are grounded in the children’s cultural and linguistic backgrounds. The emphasis is on evidence based, creative approaches to differentiated instruction, development of tools and strategies, and critical reflections on fieldwork.