Prerequisite(s): ECEL 279; and substitute teaching license is required, consult your teacher education advisor for information. In connection with fieldwork, students explore pedagogic principles and practices that enable teachers to create inclusive classrooms that support social and academic needs of diverse learners, including students with disabilities across all primary subject areas. Students analyze and actively explore inclusive pedagogical tools of differentiation, universal design for learning, instruction and collaboration. Emphasis placed on developing a conceptualization of inclusive schools that are responsive to the needs of all students. Students develop an understanding of how children may be atrisk of experiencing marginalization and failure in schooling on the basis of dis/ability, social class, race, ethnicity, language heritage, and other facets of identity. Students demonstrate an understanding of these practices through development of an interdisciplinary, universally designed curriculum unit plan. Fieldwork is required.