Initial Teaching License

Early Childhood Special Education

Program Description

The Early Childhood Special Educator Initial Licensure Program is a ROPA-approved 21-credit sequence of courses, field experiences, and year-long seminar designed to prepare educators without a Vermont license in any field to fulfill the requirements for an Early Childhood Special Educator license. Upon successful completion of all program requirements, the VT-HEC will recommend educators to the Agency of Education for an initial Early Childhood Special Educator license.

New cohorts begin every summer. This program is affiliated with Vermont State University.

If you already have a Vermont teaching license, learn more about adding an early childhood special education endorsement.

View Timeline & Course Descriptions View Upcoming Courses

Application and Program Requirements

Applicants must have

A completed bachelor’s degree with a GPA of 3.0 or better
A minimum of one year’s experience working with children between the ages of 0-6 years of age OR two years of experience in a related field.
Support from a current supervisor or employer.

Applicants should first contact Manuela Fonseca, the VT-HEC EC/ECSE program director, to arrange a meeting to discuss this program and whether it is a good fit.

Applications are accepted year-round.

For questions or to request application materials, contact Manuela Fonseca at [email protected]

Program Timeline + Course Descriptions

View Upcoming Courses

Year One

This course is designed to provide current and aspiring early childhood and early childhood special educators with an opportunity to acquire in-depth knowledge of children’s typical and atypical development across all domains, from conception through middle childhood. The course will assist educators to develop a deep understanding of how children develop and apply this knowledge not only in classroom assignments, but more importantly in their work as early childhood educators.

We will study child development by observing children, examining the research, and considering various theoretical perspectives that have formed our interpretations of how and why children develop in both similar and unique ways. We will explore the cultural and familial contexts in which children develop, and the factors that impact their development through readings, discussions, multimedia, child observations, and personal experiences. In addition, participants will develop a better understanding of research methods and refine their observational skills.

In this course, students will conduct observations of children at different stages of development and then analyze and interpret their observations by applying what they are learning in this course. Students will also do in-depth research into a topic in child development that interests them and teach others what they have discovered.

This course focuses on five major areas of teaching and learning:

Examining various curriculum models and approaches to early childhood education,
Designing inclusive, safe, and engaging physical and social environments based on and supporting children’s growth and development,
Creating developmentally and individually appropriate learning opportunities and assessment strategies that are evidence-based and address Vermont’s Early Learning Standards,
Understanding the importance of building relationships with children, their families, and colleagues, and
Becoming a professional by articulating a personal philosophy of teaching and learning, using ethical standards, and adhering to state and federal regulations and requirements.

In this course, participants will learn how to plan a curriculum that integrates various disciplines, including the visual arts and creative expression. Strategies for promoting young children’s social and emotional development, and for including children of all abilities will be explored.

This course is designed to provide students interested in obtaining the early childhood special educator endorsement with an introduction to the fields of early intervention (EI) and early childhood special education (ECSE). It will focus on the following topics: historical perspectives and theoretical approaches of EI/ECSE; laws and regulations that govern EI and ECSE; professional roles, responsibilities, and ethics; and specific disabilities and their impact on young children’s development. In addition, this course will introduce and provide an overview of the special education evaluation process, eligibility determination, collaboration, and the development of the Individualized Education Plan (IEP) and the Individual Family Service Plan (IFSP), known as the One Plan in Vermont.

Students will engage in online and virtual discussions, create documents, and reflect and write about their experiences. Students will explore a variety of evidenced based practices and learn about several developmental disabilities and differences.

Year Two

Covering a range of topics, the purpose of the yearlong seminar is to:

build a collaborative, supportive community of candidates.
provide specific guidance and support to candidates drafting their Vermont Licensure Portfolio, and

This course focuses on the nature of language development from infancy through grade three. It examines the developmental progression of phonology, semantics, morphology, syntax, and pragmatics as well as various theoretical perspectives of how language develops. This course also provides a basic overview of the neurological underpinnings of language along with an understanding of cultural and linguistic aspects of first and second language acquisition and communication disorders. The connections between oral speech and language skills to early literacy development and later literacy skills are examined, as well as a preliminary introduction to early writing strategies. This course includes an overview of assistive technologies used for communication and literacy in early childhood. The Vermont Early Learning Standards will be utilized as a tool for creating developmentally appropriate language learning opportunities.

This course focuses on the characteristics, processes, and roles associated with effective collaboration, teaming, consultation, facilitation, and communication within family, school and community systems. We will examine strategies for collaboration and consultation with professionals and agencies involved in supporting the family and child in a variety of settings, as well as with families of children under the age of six who have special needs. We will also review working with and supporting paraeducators. As part of this course, we will examine family systems theory, diverse family structures, and the role of the family as the primary context for children’s development. The differences among families due to race, culture, language, poverty, and/or composition will be discussed so ECSE professionals can understand and come to value each family’s unique strengths.

This course is designed to provide individuals seeking an endorsement in early childhood special education an opportunity to integrate and reflect on theory and evidence-based practices related to assessing children from infancy to age six. We will review federal and state laws and national position statements such as the Division for Early Childhood (DEC) of the Council of Exceptional Children’s Recommended Practices that addresses the assessment of infants, toddlers, and young children with diverse cultural, linguistic, and socio-economic backgrounds. In this course, we will examine various assessment purposes and corresponding assessment screening tools, various formative and standardized assessments, and procedures. We will study the evaluation planning process. Individuals will have opportunities to learn about family and child assessment strategies and tools. Individuals will practice the process of an evaluation including planning meetings, evaluations and determination of eligibility for services.

This course will examine issues related to planning, designing, and implementing developmentally appropriate intervention practices and individualized services and supports for young children (0-6) with disabilities or developmental delays, and for their families. We will examine how to develop an Individual Family Service Plan (known in Vermont as the “One Plan”) for infants to three-year olds, and an Individualized Education Plan (IEP) for children three- to six-year olds. We will learn how to use embedded learning opportunities and how to develop appropriate accommodations. Also, we will design strategies to look at ongoing progress monitoring and data collection for child outcomes. Discussions will center on the theoretical, research and practical implications for play-based, child-centered, and inclusive learning approaches.

GUIDING YOU WITH EXPERTISE

Course Instructors

Brenda Bolio

Brenda Bolio

Brenda has been an early childhood educator for over 40 years, the last 20+ years as an early childhood special educator with the Montpelier Roxbury Public Schools and is currently the director of the preschool program at Union Elementary School. Brenda has had a variety of roles in a variety of settings including private programs and the Family Center of Washington County. She received her BA in Early Childhood Development and M.Ed in Early Childhood Special Education from the University of Vermont. Brenda has taught the Introduction to Early Intervention and Early Childhood Special Education for the VT-HEC for 10 years.
Lori Cassidy, M.Ed.

Lori Cassidy, M.Ed.

Lori has been a Special Educator for over 35 years in the State of VT. She spent the first 4 years as an Intensive Needs teacher for adolescents and then as an Early Childhood Special Educator. She has worked in a variety of settings and positions from being a classroom teacher/director to being a traveling special educator. Lori received a Masters in Early Intervention from UVM. She is a VT AOE State approved Trainer and Coach for Early MTSS focusing on the Pyramid Model. For the last 10 years, Lori has taught the Fundamentals for Early Childhood class for Northern Lights Career Development Center. She has also taught the Curriculum course for the Higher Ed Collaborative and has presented trainings/workshops on a variety of topics.
Danielle Kent, M.S., CCC-SLP
Cathy Siggins, M.Ed.

Cathy Siggins, M.Ed.

Cathy is an instructor in the VT-HEC Early Childhood Education Program. She was among the first graduates of this program back in 2007, achieving an initial teaching license in Early Childhood Special Education. Cathy then completed her Master’s in Curriculum and Instruction with UVM in 2009. Cathy has taught preschool in both public and private school settings, and has held a variety of roles as an adult educator, including mentor, trainer, and college instructor. Currently, in addition to working as an early education outreach teacher, she is mentoring teachers seeking their initial early childhood licensure through peer review.
Amy Emerson

Amy Emerson

Amy has been an Early Childhood Special Educator for over 5 years at Blue Mountain Union School. Prior to that, she was the preschool teacher for 3 years. Amy received both her initial license and ECSE endorsement through VT-HEC, and her M.Ed. through Lyndon State College. Amy is a member of the VT-HEC Early Childhood Advisory Board and is involved with Peer Review with the AOE. Amy lives in South Ryegate with her husband, two children, and two dogs.
Jennifer Knowles
Kate Boursiquot

Kate Boursiquot

Kate is an Instructional Coach for grades PreK-2, currently working in Boston at an inner city elementary schooI. She grew up in Vermont and attended the University of Vermont for both undergraduate and graduate work. Kate enjoys teaching child development and never ceases to be amazed by how a tiny embryo becomes a walking, talking, playing, competent and caring child.