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DTSTART;TZID=America/New_York:20260313T000000
DTEND;TZID=America/New_York:20260313T235959
DTSTAMP:20260414T211111
CREATED:20251125T193610Z
LAST-MODIFIED:20260218T160158Z
UID:10000216-1773360000-1773446399@www.vthec.org
SUMMARY:Brain-Based Strategies for Early Language Development
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education | Literacy | Systems Thinking\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nMarch 13\, 2026\n\n\n\nApril 2\, 2026\n\n\n\n\n\n\n\n\n\n\n\nCourse Dates & Required Texts\n\n\n\n \n\n\n\nCourse DescriptionThis course is designed to deepen participants’ understanding of early brain development and its critical connection to language acquisition from birth through kindergarten. Participants will study how young children’s brains grow and how this growth supports language development across infancy\, toddlerhood\, and the preschool years. Participants will then examine key developmental milestones\, learn how language is co-constructed through responsive interactions\, and practice strategies that promote strong communication skills in young children. Lastly\, participants will shift the focus from knowledge of these milestones to adult action steps\, helping participants bridge the gap between understanding and consistent practice. Through guided reflection and collaborative problem-solving\, attendees will identify practical solutions to common implementation obstacles and tailor strategies to fit their unique environments.  \n\n\n\nParticipants will: \n\n\n\n\nDescribe how early childhood brain development underpins language growth\, including expected receptive and expressive milestones during infancy\, toddlerhood\, and preschool.\n\n\n\nUnderstand responsive caregiver strategies\, including serve and return\, co-regulation and expansion\, and therapeutic interventions such as Toy Talk.  \n\n\n\nApply learned strategies to real‑world caregiver–child interactions\, troubleshoot common barriers (e.g.\, limited time\, distractions\, inconsistent routines)\, and practice scaffolding and responsive techniques in realistic scenarios.\n\n\n\n\nWith a focus on the critical connection between early brain development and language growth\, participants will explore how language emerges through meaningful interactions and relationships. Emphasizing a co-constructed approach—where language develops within social and communicative contexts—this course provides practical strategies to support young children’s language development across diverse settings. Through reflective practice\, discussion\, and application of research-based concepts\, participants will deepen their understanding of how to intentionally nurture early communication and language skills.  \n\n\n\n\n\nTo attend the workshops series only\, not for graduate credit\, please register here.
URL:https://www.vthec.org/event/brain-based-strategies-for-early-language-development-course/
CATEGORIES:Graduate Courses
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260313T083000
DTEND;TZID=America/New_York:20260313T143000
DTSTAMP:20260414T211111
CREATED:20251125T193817Z
LAST-MODIFIED:20251204T232110Z
UID:10000212-1773390600-1773412200@www.vthec.org
SUMMARY:Brain-Based Strategies for Early Language Development 
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education | Literacy | Systems Thinking\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nMarch 13\, 2026\n\n\n\nApril 2\, 2026\n\n\n\n\n\n\n\n\n\n\n\nThis workshop series is designed to deepen participants’ understanding of early brain development and its critical connection to language acquisition from birth through kindergarten. Participants will study how young children’s brains grow and how this growth supports language development across infancy\, toddlerhood\, and the preschool years. Participants will then examine key developmental milestones\, learn how language is co-constructed through responsive interactions\, and practice strategies that promote strong communication skills in young children. Lastly\, participants will shift the focus from knowledge of these milestones to adult action steps\, helping participants bridge the gap between understanding and consistent practice. Through guided reflection and collaborative problem-solving\, attendees will identify practical solutions to common implementation obstacles and tailor strategies to fit their unique environments.  \n\n\n\nParticipants will: \n\n\n\n\nDescribe how early childhood brain development underpins language growth\, including expected receptive and expressive milestones during infancy\, toddlerhood\, and preschool.\n\n\n\nUnderstand responsive caregiver strategies\,including serve and return\, co-regulation and expansion\, and therapeutic interventions such as Toy Talk.  \n\n\n\nApply learned strategies to real‑world caregiver–child interactions\, troubleshoot common barriers (e.g.\, limited time\, distractions\, inconsistent routines)\, and practice scaffolding and responsive techniques in realistic scenarios.\n\n\n\n\n\n\nGraduate Course OptionAn optional 1-credit graduate course\, which includes additional meeting times and required coursework\, is available. \n\n\n\nLearn more and register for 1-Credit Graduate Course \n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nDanielle Kent
URL:https://www.vthec.org/event/brain-based-strategies-for-early-language-development/
CATEGORIES:Professional Learning,Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260318T083000
DTEND;TZID=America/New_York:20260318T143000
DTSTAMP:20260414T211111
CREATED:20251203T211428Z
LAST-MODIFIED:20251210T131202Z
UID:10000230-1773822600-1773844200@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #3
DESCRIPTION:Workshop 3: Fluency and Comprehension\n\n\n\n\n\n\n\n\nDate:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education | Literacy | Systems Thinking\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nSession #3 of a 4-part series. \n\n\n\nParticipants may register for workshops individually.  \n\n\n\n\n\n\n\n\n\n\nThis series will focus on the use of literacy assessment data to identify and address the needs of students who require targeted intervention. Participants will learn how to use formal and informal assessments to pinpoint the barriers to a student’s literacy development. They will then learn how to use this diagnostic information to understand the learner’s specific needs\, and identify evidence-based interventions to guide instructional planning.Participants will gain a set of practical tools and resources to both support instructional planning and guide team discussions and decisions around literacy. \n\n\n\nParticipants will be able to: \n\n\n\n\nAnalyze and interpret diagnostic assessment data to determine specific barriers to reading and writing development.\n\n\n\nConnect diagnostic findings to appropriate\, evidence-based interventions.\n\n\n\nApply tools and strategies to monitor progress\, adjust instruction\, and support collaborative problem-solving for students needing targeted literacy intervention.\n\n\n\n\n\n\n\n\nJanuary 23\, 2026: Foundational Literacy SkillsFebruary 13\, 2026: Word-Level Accuracy and AutomaticityMarch 18\, 2026: Fluency and ComprehensionApril 10\, 2026: Writing Development and Written Expression \n\n\n\nParticipants may register for any or all of the workshops\, or register for a 3-credit graduate course. \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers-3/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/10/bright-colorful-wooden-alphabet-letters-scattered-on-a-surface-ideal-for-childrens-learning.-7335412-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260319T083000
DTEND;TZID=America/New_York:20260319T143000
DTSTAMP:20260414T211111
CREATED:20251201T225952Z
LAST-MODIFIED:20251201T233928Z
UID:10000193-1773909000-1773930600@www.vthec.org
SUMMARY:Rethinking Childhood Anxiety: What Educators Need to Know
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nInformed by the latest research\, this workshop is for educators seeking to better understand the rising rates of anxiety in children and adolescents. Participants will explore current data and examine emerging approaches that empower adults to understand how their own behaviors can promote or hinder coping skills. The session will address what these changes mean for educators\, emphasizing the critical role schools play in recognizing anxiety and supporting affected students. Educators will gain strategies for creating thoughtful classroom accommodations and programming that foster a supportive learning environment. \n\n\n\nParticipants will: \n\n\n\n\nUnderstand current research on the increasing prevalence of anxiety in children and adolescents\, how best practices have shifted\, and implications for school environments.\n\n\n\nIdentify and explain emerging intervention approaches that prioritize what adults can do to support brave behavior and reinforce effective coping skills.\n\n\n\nLearn practical strategies to create classroom accommodations and programming that support students experiencing challenges – learning\, social-emotional\, and/or behavioral – related to anxiety.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nHeather Flynn
URL:https://www.vthec.org/event/rethinking-childhood-anxiety-what-educators-need-to-know/
CATEGORIES:Professional Learning,Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260320T083000
DTEND;TZID=America/New_York:20260320T143000
DTSTAMP:20260414T211111
CREATED:20251203T182232Z
LAST-MODIFIED:20251204T232747Z
UID:10000229-1773995400-1774017000@www.vthec.org
SUMMARY:Executive Functioning in Action: Practical Strategies for Classroom Implementation
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nThis event includes a 90 minute recording to be viewed prior to attending the live workshop. \n\n\n\n\n\n\n\n\n\n\nThis recording and workshop series will equip educators with a working understanding of executive functioning (EF) and its critical role in student learning\, behavior\, and emotional regulation across grade levels. Participants will gain practical\, developmentally appropriate strategies to identify EF challenges\, adapt instruction\, and support students in building executive functioning skills. Grounded in inclusive education practices\, this training will empower educators to create supportive classroom environments that foster independence\, self-regulation\, and academic resilience for all learners.The recording will introduce the core components of EF\, including working memory\, cognitive flexibility\, and inhibitory control. They will examine how EF develops across childhood and adolescence\, how EF challenges manifest in different grade levels\, and how they intersect with learning disabilities\, ADHD\, and other complex needs. Foundational strategies for observing and supporting EF in the classroom will be shared.Participants will: \n\n\n\n\nDefine EF’s core components.\n\n\n\nDescribe how EF develops across childhood and adolescence.\n\n\n\nIdentify common signs of EF difficulties at different grade levels.\n\n\n\nRecognize the relationship between EF challenges and academic\, behavioral\, and emotional outcomes.\n\n\n\n\nThe workshop will build on the foundational learning from the recording\, guiding educators in embedding EF supports into everyday instruction and routines. With a focus on practical application\, participants will learn strategies for modeling metacognition\, scaffolding tasks\, supporting transitions\, and using visual prompts. Participants will explore how to adapt these tools for their setting through case examples and breakout discussions. The training will conclude with approaches for explicitly teaching EF skills—such as goal-setting\, task initiation\, and emotional regulation—while promoting student independence through balanced guidance\, structured supports\, and feedback loops.Participants will: \n\n\n\n\nApply classroom-based strategies to support organization\, time management\, and self-monitoring.\n\n\n\nIntegrate visual aids\, structured routines\, and prompts to scaffold EF skills in instruction.\n\n\n\nDesign classroom environments that promote autonomy\, goal-setting\, and problem-solving in students with varying EF needs.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nShaunessy Egan
URL:https://www.vthec.org/event/executive-functioning-in-action-practical-strategies-for-classroom-implementation/
CATEGORIES:Professional Learning,Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260324T000000
DTEND;TZID=America/New_York:20260324T235959
DTSTAMP:20260414T211111
CREATED:20251112T191845Z
LAST-MODIFIED:20260217T194726Z
UID:10000206-1774310400-1774396799@www.vthec.org
SUMMARY:Neurodiversity-Affirming Practices for Supporting Student Behavior
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor:  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThis course will discuss the provision of neurodiversity-affirming behavior supports within a collaborative model. How can evidence based practices\, with complex legacies and cultural meaning\, be used with a neurodivergent lens and within the neurodiversity paradigm? The course will also address practices that enable students to more effectively engage in self-regulation and factors outside of intervention that can influence student behavior. \n\n\n\nStart/End Dates: March 24\, 2026  –  May 21\, 2026 \n\n\n\nVirtual Class Meetings: \n\n\n\n3/24/2026: 3:15 PM – 4:15 PM  \n\n\n\n3/31/2026: 3:15 PM – 4:15 PM \n\n\n\n4/7/2026: 3:15 PM – 4:15 PM \n\n\n\n4/16/2026: 8:30 AM – 2:30 PM  \n\n\n\n4/21/2026: 3:15 PM – 4:15 PM \n\n\n\n4/30/2026: 8:30 AM – 2:30 PM  \n\n\n\n5/5/2026: 3:15 PM – 4:15 PM
URL:https://www.vthec.org/event/neurodiversity-affirming-practices-for-supporting-student-behavior-course/
CATEGORIES:Certificate Programs,Graduate Courses
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260325T083000
DTEND;TZID=America/New_York:20260325T143000
DTSTAMP:20260414T211111
CREATED:20251204T213623Z
LAST-MODIFIED:20260122T162923Z
UID:10000235-1774427400-1774449000@www.vthec.org
SUMMARY:Teaching STEM to Examine and Understand Social Inequities
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n     Thanks to grant support from the Agency of Education for VT-HEC’s new Mathematics & Science program\, this workshop is being offered at a reduced cost. \n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nStudying the intersections of STEM and social inequality empowers students and educators to see mathematics and science not just as abstract disciplines\, but as tools for understanding—and ultimately transforming—the world around them. This workshop will explore how STEM can be used as a powerful tool to understand systemic\, social inequalities. Participants will examine real-world data\, external resources\, and their own curriculum to uncover patterns of inequity and connect mathematical learning to social issues such as education\, healthcare\, housing\, and environmental access. Through this work\, teachers will use critical thinking skills and gain a deeper understanding of how structural disparities are measured\, analyzed\, and addressed. The workshop will emphasize ethical inquiry\, civic responsibility\, and the application of STEM knowledge to promote social justice and equity. Participants will leave with ideas for revising a current unit or developing a new one. \n\n\n\nParticipants will: \n\n\n\n\nAnalyze and interpret data to identify patterns of inequity in societal and community contexts.\n\n\n\nApply mathematical and scientific reasoning to real-world social issues.\n\n\n\nConnect Common Core Math and Next Generation Science Standards to lessons that explore systemic inequalities.\n\n\n\nCritically evaluate and select teaching and curricular resources that promote equity.\n\n\n\nDevelop lesson plans or units that integrate STEM concepts with social justice themes.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nMonica Desrochers
URL:https://www.vthec.org/event/analyzing-injustice-through-stem/
CATEGORIES:Professional Learning,Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260403T083000
DTEND;TZID=America/New_York:20260403T143000
DTSTAMP:20260414T211111
CREATED:20251204T160632Z
LAST-MODIFIED:20251204T175300Z
UID:10000232-1775205000-1775226600@www.vthec.org
SUMMARY:Approaching Pathological Demand Avoidance with UDL-Aligned Strategies
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nPathological demand avoidance (PDA)\, sometimes reframed as a persistent or pervasive drive for autonomy\, is gaining traction in educational discourse and reshaping how we interpret behaviors that educators may find challenging. PDA is not a formal diagnosis\, is not included in the DSM\, and lacks standardized\, clinically validated assessments. As a result\, educators may find themselves wondering whether a student’s learning profile aligns with PDA traits—and how best to support these learners effectively and ethically\, without inadvertently causing harm. \n\n\n\nThis workshop explores neurodiversity-affirming\, UDL – aligned practices that reduce the barriers encountered by students who present with a PDA profile\, while simultaneously increasing access\, autonomy\, and belonging. Participants will gain practical strategies for supporting students whose patterns are rooted in anxiety\, perceived threat\, or a need for control\, and will leave with tools that can be implemented immediately in diverse educational settings. \n\n\n\nParticipants will: \n\n\n\n\nIdentify key features of a PDA profile\, and understand the current research and its limitations.\n\n\n\nAnalyze classroom demands through a neurodiversity-affirming lens\, identifying which types of demands are most likely to present challenges and which ones can be universally adjusted.\n\n\n\nLearn to apply UDL-aligned strategies—including autonomy-supportive practices\, flexible pathways\, and scaffolding for transitions.\n\n\n\nDevelop relationship-centered approaches that build trust\, co-regulation\, and psychological safety\, with an emphasis on supporting students’ sense of control.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nHannah Markos
URL:https://www.vthec.org/event/approaching-pathological-demand-avoidance-with-udl-aligned-strategies/
CATEGORIES:Professional Learning,Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260408T083000
DTEND;TZID=America/New_York:20260408T143000
DTSTAMP:20260414T211111
CREATED:20260122T181722Z
LAST-MODIFIED:20260122T213201Z
UID:10000238-1775637000-1775658600@www.vthec.org
SUMMARY:Resetting Special Education Evaluation Processes with Purpose
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nSpecial education evaluations can often become routine\, following a cookie-cutter approach without a clear understanding of the purpose behind each step. This workshop invites participants to assess current practices and reset approaches to special education evaluations\, moving away from standardized processes and adopting more personalized\, purpose-driven strategies. Participants will learn to create evaluations that better inform decisions regarding specialized programming for both academic and functional skills. \n\n\n\nParticipants will: \n\n\n\n\nDevelop a clearer understanding of the purpose behind each step in the evaluation process\, ensuring that every component serves the student’s unique needs.\n\n\n\nMake intentional decisions about what data is necessary\, refining evaluation plans to focus on relevant\, meaningful information based upon current student performance.\n\n\n\nGain confidence in designing evaluations that are tailored to individual learning profiles\, leading to more accurate and impactful educational decisions.\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nJen Patenaude
URL:https://www.vthec.org/event/resetting-special-education-evaluation-processes-with-purpose-2/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/11/close-up-photography-of-person-writing-on-white-paper-955392-scaled.jpg
LOCATION:https://www.vthec.org/event/resetting-special-education-evaluation-processes-with-purpose-2/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260410T083000
DTEND;TZID=America/New_York:20260410T143000
DTSTAMP:20260414T211111
CREATED:20251203T211803Z
LAST-MODIFIED:20251210T131348Z
UID:10000231-1775809800-1775831400@www.vthec.org
SUMMARY:Targeted Literacy Intervention for Striving Readers #4
DESCRIPTION:Workshop 4: Writing Development and Written Expression\n\n\n\n\n\n\n\n\nDate:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education | Literacy | Systems Thinking\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nSession #4 of a 4-part series. \n\n\n\n\n\n\n\n\n\n\nThis series will focus on the use of literacy assessment data to identify and address the needs of students who require targeted intervention. Participants will learn how to use formal and informal assessments to pinpoint the barriers to a student’s literacy development. They will then learn how to use this diagnostic information to understand the learner’s specific needs\, and identify evidence-based interventions to guide instructional planning.Participants will gain a set of practical tools and resources to both support instructional planning and guide team discussions and decisions around literacy. \n\n\n\nParticipants will be able to: \n\n\n\n\nAnalyze and interpret diagnostic assessment data to determine specific barriers to reading and writing development.\n\n\n\nConnect diagnostic findings to appropriate\, evidence-based interventions.\n\n\n\nApply tools and strategies to monitor progress\, adjust instruction\, and support collaborative problem-solving for students needing targeted literacy intervention.\n\n\n\n\n\n\n\n\nJanuary 23\, 2026: Foundational Literacy SkillsFebruary 13\, 2026: Word-Level Accuracy and AutomaticityMarch 18\, 2026: Fluency and ComprehensionApril 10\, 2026: Writing Development and Written Expression \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nNicole Gaboriault
URL:https://www.vthec.org/event/targeted-literacy-intervention-for-striving-readers-4/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/10/bright-colorful-wooden-alphabet-letters-scattered-on-a-surface-ideal-for-childrens-learning.-7335412-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260415T083000
DTEND;TZID=America/New_York:20260415T143000
DTSTAMP:20260414T211111
CREATED:20251204T202600Z
LAST-MODIFIED:20260310T160348Z
UID:10000234-1776241800-1776263400@www.vthec.org
SUMMARY:Teaching About Bodies and Human Development: Practical Tools for Inclusive Classrooms
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nRegistration Coming Soon!  \n\n\n\n\n\n\n\n\n\n\nIn this workshop\, participants will examine their existing lessons and identify opportunities to strengthen accuracy and belonging—while remaining aligned with district\, state\, and national standards (SHAPE America\, National Sex Education Standards\, CDC\, NGSS). Educators will gain practical strategies\, sample language\, and vetted resources to embed gender inclusivity into lessons on puberty\, anatomy\, and physiology. Participants will leave better equipped to teach about bodies and development in ways that are scientifically accurate\, inclusive of real student diversity\, and grounded in student wellbeing \n\n\n\nThis session will also build educators’ confidence to respond thoughtfully and professionally\, grounding instruction in science and student wellbeing. \n\n\n\nOutcomes: \n\n\n\n\nIdentify where puberty and body-system lessons may unintentionally reinforce gender binaries or overlook the diversity of real students.\n\n\n\nStrengthen lessons to reflect scientific accuracy and the natural variation found across human bodies and experiences.\n\n\n\nPractice inclusive\, developmentally appropriate language for teaching about the human body in ways that foster belonging.\n\n\n\nBuild confidence navigating family questions\, opt-outs\, and policy considerations while maintaining professionalism and alignment with standards.\n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nLaura Pascoe
URL:https://www.vthec.org/event/teaching-physiology-and-anatomy-inclusively/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/12/teacher-and-student-interact-with-a-skeleton-model-during-a-lively-biology-lesson-in-a-classroom.-5428146-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260416T083000
DTEND;TZID=America/New_York:20260416T143000
DTSTAMP:20260414T211111
CREATED:20251204T202011Z
LAST-MODIFIED:20251212T200114Z
UID:10000228-1776328200-1776349800@www.vthec.org
SUMMARY:Behavior as Communication: A Functional Approach to Understanding and Supporting Student Behavior
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick and Shaunessy Egan \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend both days:  \n\n\n\n\nApril 16\, 2026\n\n\n\nApril 30\, 2026\n\n\n\n\n\n\n\n\n\n\n\n\nThis series will introduce educators to an evidence-based framework for understanding behavior as a form of communication. Through a functional lens\, participants will learn to identify the underlying skill-based needs that may contribute to student behaviors and explore supportive\, proactive strategies to address them. The series will also highlight ways to create responsive learning environments\, implement individualized supports\, and foster meaningful\, sustainable behavioral growth.Day one will introduce educators to a functional understanding of behavior as purposeful and communicative. Participants will explore the ABCs (Antecedent–Behavior–Consequence) of behavior\, the four common functions (attention\, access\, escape\, sensory)\, and how unmet needs often drive behavioral escalations that impact learning and participation. The session will then focus on observing\, documenting\, and assessing behavior in the classroom—highlighting how to identify patterns and evaluate environmental\, instructional\, and relational factors. Educators will also be introduced to tools used when both conducting functional behavior assessments (FBAs) and gathering meaningful data to guide effective person-centered support planning. These concepts set the stage for person-centered support planning.Day two will focus on how to build upon an individualized and functional understanding of behavior from a needs-based perspective to support the development of person-centered support plans. This includes how to successfully observe\, document\, and measure behavior in the classroom. Participants will explore strategies that emphasize proactive approaches\, skill-building\, and supports for navigating moments of escalation. An individualized planning framework will be introduced\, which allows teams to customize supports to match the student’s needs and environment. The training will also address strategies for generalizing across special education and inclusion settings.Participants will: \n\n\n\n\nDescribe behavior as a form of communication and identify its functional purpose.\n\n\n\nUnderstand how to build supports from a functional and individualized\, needs-based perspective.\n\n\n\nDefine methods for distinguishing between skill deficits and performance/environmental issues in behavioral presentations.\n\n\n\nLearn methods for developing proactive and personalized strategies that reduce the likelihood of challenges.\n\n\n\nLearn strategies for effective measurement and data collection that can be implemented in all settings.\n\n\n\nAssess strategies for developing person-centered plans that encourage effective skills generalization and independence.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenters:\n\n\n\nMark Palmieri\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nShaunessy Egan
URL:https://www.vthec.org/event/behavior-as-communication-a-functional-approach-to-understanding-and-supporting-student-behavior/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_10_24_MTSS_Social_emotional-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260427T000000
DTEND;TZID=America/New_York:20260427T235959
DTSTAMP:20260414T211111
CREATED:20260319T180955Z
LAST-MODIFIED:20260319T180956Z
UID:10000241-1777248000-1777334399@www.vthec.org
SUMMARY:History\, Legal Issues\, and Support Systems in Special Education - Section 1
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nDetails and Registration\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThis course examines the legal and ethical issues embedded in the provision of special education services to individuals with disabilities and their families. The course addresses the historical treatment of people with disabilities from a service delivery model perspective. Significant legislation and court decisions will be addressed along with current special education legal requirements and local\, state\, and community issues impacting services. Specific attention will be given to ways in which disability may be viewed as a form of diversity. Additionally\, important frameworks and concepts including social construction of disability\, self-determination\, inclusion\, collaboration with diverse families and person-centered planning will be explored in-depth. \n\n\n\nThis is part of a sequence of courses in the VT-HEC’s Special Educator Initial Licensure or Endorsement Program. It is designed to meet the competencies for licensure as a special educator in Vermont. \n\n\n\nStart/End Dates: April 27—June 6\, 2026 \n\n\n\nSynchronous Online Learning Sessions \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nMary Lundeen\, M.Ed.
URL:https://www.vthec.org/event/history-legal-issues-and-support-systems-in-special-education-section-1-2/
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2023/06/iStock-1198351647-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260429T000000
DTEND;TZID=America/New_York:20260429T235959
DTSTAMP:20260414T211111
CREATED:20260216T150259Z
LAST-MODIFIED:20260216T150300Z
UID:10000239-1777420800-1777507199@www.vthec.org
SUMMARY:Regulating\, Reflecting\, and Reframing: Trauma-Transforming Practice in Education (Level 2)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nSchools have long served as hubs of learning\, relationships\, and civic life. Today\, educators are doing this work under conditions of unprecedented complexity—shaped by chronic stress\, racial reckonings\, and sociocultural trauma. Many of the pedagogies\, discipline practices\, and belief systems still guiding schools were not designed for these realities—and too often intensify harm for both students and adults.This advanced course invites educators to move from reactivity toward a more responsive and effective understanding of human behavior and school culture. Grounded in the developmental sciences\, pro-equity work\, and the lived realities of school communities\, participants will examine not only what happens in classrooms and schools—but why—and how our own nervous systems\, beliefs\, and positional power shape daily practice.The focus of this course is on trauma-transforming work and our collective responsibility to deepen our understanding of the stress response system (SRS) at individual\, relational\, and organizational levels. We will make a distinction between learning trauma-informed strategies and engaging in true culture change. Culture change embeds essential human capacities—such as humility\, emotional literacy\, cognitive agility\, and tolerance for ambiguity—into how we teach\, lead\, and relate to one another. Participants will explore how school culture is produced through everyday interactions\, language\, policy\, beliefs\, and power dynamics\, and how educators — regardless of role — can influence that culture through regulation\, reflection\, and reframing. \n\n\n\nTransforming trauma is also deeply personal work. It requires not only a sustained commitment to the growth and well-being of students and families\, but also a willingness to examine and expand our own capacity to change.  Participants will strengthen three core capacities essential to trauma-transforming practice: \n\n\n\n\nRegulate: Strengthening individual and collective regulation by recognizing stress responses in ourselves\, our students\, and our systems—and practicing strategies that restore safety\, predictability\, dignity\, and connection.\n\n\n\nReflect: Advancing reflective practice as a professional responsibility by slowing down decision-making to examine implicit beliefs\, narratives\, and action patterns shaped by experience and context.\n\n\n\nReframe: Developing reframing as both a mindset and a social justice practice\, transforming meaning-making around behavior from blame and control toward curiosity and relationship. Reframing is treated not as a technique\, but as a disciplined practice—rehearsed\, modeled\, and integrated into daily interactions.\n\n\n\n\nThroughout the course\, participants will engage in shared readings\, media\, and reflective exercises to examine how dominant ideologies and power structures continue to shape educational spaces. By the end of the course\, educators will be better equipped to function effectively under real-world conditions—contributing to learning environments that are equitable\, responsive\, and sustainable\, where both students and adults are supported not just to cope\, but to grow and thrive. \n\n\n\nStart/End Dates: April 29 – August 2\, 2026 \n\n\n\nSynchronous Online Learning Sessions \n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/regulating-reflecting-and-reframing-trauma-transforming-practice-in-education-level-2/
CATEGORIES:Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/jay-castor-7AcMUSYRZpU-unsplash-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260501T083000
DTEND;TZID=America/New_York:20260501T143000
DTSTAMP:20260414T211112
CREATED:20260312T165228Z
LAST-MODIFIED:20260312T190615Z
UID:10000240-1777624200-1777645800@www.vthec.org
SUMMARY:Inclusive Teaching and Design for Students with Complex Profiles
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\nTopics: \n\n\nGeneral Education | Literacy | Systems Thinking\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\n\n\nTeachers are often trained to plan for a narrow range of learners\, historically centered around the idea of an “average” student. In inclusive classrooms\, this model no longer reflects reality. Students with complex communication\, sensory\, motor\, and learning profiles require intentional systems to ensure meaningful access to grade-level learning.This workshop will support educators in creating a concrete\, repeatable\, six-step system for modifying instruction to meet the needs of students. Each step is designed for collaborative input from multiple team members – classroom teachers\, therapists\, paraprofessionals\, and specialists all contribute essential perspectives and strategies. Emphasis will be placed on building student independence through predictable routines and structured supports\, while maintaining high expectations for meaningful participation. Participants will leave with practical tools to design instruction that both promotes autonomy and consistency\, and aligns with grade level standards. \n\n\n\nParticipants will” \n\n\n\n\nIdentify key characteristics of effective inclusive practices for learners with complex profiles.\n\n\n\nLearn strategies to scaffold grade-level content standards to increase meaningful participation using the alternative access points in the Essential Elements and Core Content Connectors resources.\n\n\n\nLearn how to use an accessibility planner to support access and independence across the school day.\n\n\n\nDiscuss collaborative IEP goals and effective co-planning structures that apply to the accessibility planning process.\n\n\n\nConsider supplemental supports and predictable routines that promote generalization and independence across the learner’s day (content areas\, environment\, independent work time).\n\n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nJacqueline Feiss\, M.Ed.
URL:https://www.vthec.org/event/inclusive-teaching-and-design-complex-profiles/
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2024/09/10_31_24_Cultivating_adult_Belonging-1-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260507T083000
DTEND;TZID=America/New_York:20260507T153000
DTSTAMP:20260414T211112
CREATED:20250813T191418Z
LAST-MODIFIED:20251222T175418Z
UID:10000177-1778142600-1778167800@www.vthec.org
SUMMARY:Trauma-Informed Restorative Supports & Interventions 
DESCRIPTION:Date:  \n\n\n\n\n\n\n\nLocation:  \n\n\n\n\, Ludlow VT \n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nRegister\n\n\n\n\n\nVT-HEC is working together with the Vermont Learning Collaborative (VTLC) to bring you this offering. VTLC is an educational service agency serving the southeast region of Vermont.*Staff from VTLC member districts and SUs are eligible for a discounted rate of $560: Mountain Views\, Windsor Southeast\, Springfield\, Two Rivers\, Windham Northeast\, Windham Southeast\, Windham Central\, and Windham Southwest. \n\n\n\n\n\n\n\n\nParticipants must attend both days:  \n\n\n\n\nMay 7\, 2026\n\n\n\nMay 8\, 2026\n\n\n\n\nParticipants are eligible for an overnight discount at Okemo Mountain Resort.  Call 855-945-0553  and reference the group code SOKVLC26 to make a reservation.  \n\n\n\n\n\n\n\n\n\n\n\n\nDescripton \n\n\n\nWith all of the challenges today’s students face\, previously useful skills and tools to address complex student behavior are often insufficient. In this experiential series\, participants will apply the concepts of a trauma-informed approach to every day restorative practices to prevent\, mitigate\, and respond to these behaviors. Implementing these approaches supports the creation of restorative communities of care\, dignity\, and accountability. \n\n\n\nOn day one\, participants will deepen their understanding of trauma\, brain-science\, and restorative practices to build routines that strengthen student capacity\, skill\, and motivation\, as well as increase a sense of efficacy and connectedness. On day two\, participants will explore in-the moment strategies for responding restoratively to three types of behavior we see frequently in schools: lid-flipping\, stress-relieving\, and need-meeting. In addition\, school teams will learn a framework for problem-solving ongoing and complex behaviors. The second session builds significantly on the content of the first. \n\n\n\n\n\nParticipants will learn to more effectively:  \n\n\n\n\nCreate the conditions for student engagement that are both proactive and responsive.\n\n\n\nBring increased compassion and understanding to their own and others’ unexpected\, unsafe\, and inappropriate behaviors.\n\n\n\nRespond to student behaviors restoratively in-the-moment. \n\n\n\nCollaboratively problem-solve ongoing behavior concerns with school teams. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our presenter:\n\n\n\nCamille Koosmann\, Starling Collaborative
URL:https://www.vthec.org/event/building-regulation-and-restorative-interventions-into-the-school-day-2/
LOCATION:Okemo Mountain Resort\, Ludlow\, Vermont\, 05149
CATEGORIES:Professional Learning,Workshops
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2022/08/9.16.22-Transform-Trauma-scaled-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260615T000000
DTEND;TZID=America/New_York:20260615T235959
DTSTAMP:20260414T211112
CREATED:20260319T181548Z
LAST-MODIFIED:20260319T181549Z
UID:10000242-1781481600-1781567999@www.vthec.org
SUMMARY:History\, Legal Issues\, and Support Systems in Special Education - Section 2
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nNicole Chick \n\n\n\n\n\nEvent Type:  \n\n\n\nVirtual \n\n\n\n\n\nProfessional Learning Hours:  \n\n\n\n5 \n\n\n\n\n\n\n\nIntended Audience:  \n\n\n\nK-6 classroom teachers\, special educators\, reading specialists\, pre-service teachers\, curriculum leaders\, teacher leaders/coaches \n\n\n\n\n\nDetails and Registration\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThis course examines the legal and ethical issues embedded in the provision of special education services to individuals with disabilities and their families. The course addresses the historical treatment of people with disabilities from a service delivery model perspective. Significant legislation and court decisions will be addressed along with current special education legal requirements and local\, state\, and community issues impacting services. Specific attention will be given to ways in which disability may be viewed as a form of diversity. Additionally\, important frameworks and concepts including social construction of disability\, self-determination\, inclusion\, collaboration with diverse families and person-centered planning will be explored in-depth. \n\n\n\n \n\n\n\nThis is part of a sequence of courses in the VT-HEC’s Special Educator Initial Licensure or Endorsement Program. It is designed to meet the competencies for licensure as a special educator in Vermont. \n\n\n\nStart/End Dates: June 15 – July 25\, 2026 \n\n\n\nSynchronous Online Learning Sessions \n\n\n\n\n\n\n\n\n\n\n\nPresented by\n\n\n\nBecky Ebel
URL:https://www.vthec.org/event/history-legal-issues-and-support-systems-in-special-education-section-2/
CATEGORIES:Endorsements,Graduate Courses,Initial Teaching License
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2023/06/iStock-1198351647-scaled-1.jpg
END:VEVENT
END:VCALENDAR