GUIDELINES FOR SUPPORTING KINDERGARTENERS’ READINESS IN INCLUSIVE CLASSROOMS BY USING MULTI-TIERED SYSTEM OF SUPPORT FRAMEWORK IN INCLUSIVE KINDERGARTEN CLASSROOM (MTSS-IKCs)
Keywords:
kindergarteners’ readiness, Inclusive Classroom, Universal Design for Learning, Multi-Tiered System of Support FrameworkAbstract
Inclusive education at the kindergarten level is a concept for responding positively to all children, whether they have special needs or not. This article presents guidelines for supporting academic readiness for kindergarten children with diverse needs and developmental levels in inclusive classrooms by using Multi-Tiered System of Support Framework in Inclusive Kindergarten Classrooms (MTSS-IKCs). MTSS-IKCs consists of four principles: 1) early identification of children’s problems; 2) periodic progress monitoring; 3) flexible instructional design according to three levels of needs; and 4) collaboration with individuals involved with children. Additionally, it includes six components: 1) screening and assessment; 2) setting clear goals and intentional planning; 3) designing flexible teaching methods and devices; 4) providing leveled support; 5) school support; and 6) parent involvement. Each component is interrelated. Promoting school readiness for kindergarten children in inclusive classrooms requires a systematic, continuous, and interconnected approach.
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