Add an Endorsement

Early Childhood Special Education

Program Description

The Early Childhood Special Educator (ECSE) Endorsement Program is a ROPA-approved 21-credit sequence of courses and practicum experiences designed to prepare licensed Vermont educators to fulfill the requirements for an ECSE endorsement.

Upon successful completion of this program, the VT-HEC will recommend educators to the Agency of Education for the ECSE endorsement.

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

If you don’t have a Vermont teaching license, learn more about earning your initial teaching license in early childhood education or early childhood special education.

View Timeline & Course Descriptions View Upcoming Courses

Application and Program Requirements

Applicants must have a current Vermont educator license.

Applications are accepted year-round.

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.

For questions or to request an application, 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 evidence-based practices and learn about several developmental disabilities and differences.

Year Two

This course focuses on the nature of language development (including phonology, morphology, syntax, semantics, and pragmatics) 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 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

Sarah Schoolcraft, M.Ed.

Sarah Schoolcraft, M.Ed.

Sarah is an instructor in the VT-HEC Special Education program. She works as an assistant principal in a PK-4 school in Waterbury, VT, and has worked as an elementary classroom teacher and special educator for over 15 years. Sarah has taught as an adjunct on the graduate faculty at St. Michael’s College and the undergraduate faculty at Champlain College. Sarah is passionate about classroom and behavior management and working to meet the needs of all students in inclusive settings. Sarah is an adoptive parent of three amazing children, one of which has a label of ED, and is married to a fellow educator.
Judith Masson, M.Ed.

Judith Masson, M.Ed.

Judith has been an Essential Early Educator (EEE) in the Northeast Kingdom for 14 years, working with preschoolers in the surrounding towns of Newport. She has an Bachelor’s Degree in Early Childhood Special Education as well as a Master’s Degree in Early Childhood Education. In 2010, she completed a fellowship program through Vermont Interdisciplinary Leadership for Educating Health Professionals (ILEHP), focusing on autism spectrum disorders. Her professional responsibilities currently include providing special education services for preschoolers with disabilities, supervising paraprofessionals, conducting case management and program development activities and collaborating with families, teachers and related service providers.
Kathy Christy M.Ed., NBCT

Kathy Christy M.Ed., NBCT

A Vermont native, Kathy Christy has over 40 years of experience in education. Holding a BS from Keene State College and an M.Ed. from Trinity College in Vermont, Kathy also maintained her National Board Certification for Teachers (NBCT) for 20 years. She spent over 35 years teaching at the elementary level and has worked in higher education in various capacities for 12 years. Kathy is a seminar instructor in the Initial Licensing Special Education program and enjoys sharing her wealth of experience with our IL candidates.
Kara Griswold, M.Ed.

Kara Griswold, M.Ed.

Kara has been a special education teacher at both the middle school and high school level for more than 10 years, and is currently the Director of Student Support Services at Addison Northwest School District. She received her B.S. from the University of Maine at Farmington in special education and her M.Ed. from Saint Michael’s College in school leadership. She is an instructor and internship supervisor for VT-HEC Special Education Advisory Council.
Andrea Drolet

Andrea Drolet

Andrea is the Student Services Coordinator for preschool through grade eight with the Bow School District in Bow, NH. Her journey began with the achievement of obtaining a Bachelor of Science with dual certification in elementary and general special education and a minor in psychology from Keene State College. From that point, she has taught in a variety of special education programs that span the grade levels in Oregon, Vermont and New Hampshire over the course of 14 years. Andrea received her Master’s degree in General Special Education and an additional endorsement of Intellectual and Developmental Disabilities through the University of New Hampshire in 2010 and is now pursuing certification in Special Education Administration. Andrea lives in beautiful, rural New Hampshire with her husband, son, two dogs and a cat and loves to camp, hike and ski.
Mandy Couturier, M.Ed.

Mandy Couturier, M.Ed.

Mandy has spent over fifteen years working as a special educator, both in Massachusetts and Vermont. Mandy works collaboratively to meet the needs of all students. First as a full time special educator, and then as a hybrid behavior specialist, Mandy was at the forefront of the school’s state-recognized school-wide Positive Behavior Interventions and Supports (PBiS) as the school coordinator for 10 years at Thatcher Brook Primary School in Waterbury. More recently, Mandy became the principal of Moretown Elementary, thrilled to stay in the Harwood Unified Union School District. Her role has changed, but not her commitment to students’ social and emotional needs. Mandy holds a bachelor’s degree in English Literature from Saint Michael’s College, and two M.Ed. degrees from Rivier University in New Hampshire: Special Education and Emotional and Behavior Disorders. Mandy has been the district trainer of CPI: Non-violent Crisis Intervention since 2010. She has presented workshops about her work with PBiS and how to best support students with Emotional and Behavioral disorders at the local and state levels, and has worked extensively in preparation for the Board Certified Behavior Analyst (BCBA) examination.
Sarah White

Sarah White

Sarah is a Vermont Licensed Psychologist and has a master’s degree in Counseling Psychology from Avila University as well as a master’s degree in Educator Practices with a focus in Mathematics from Southern New Hampshire, in collaboration with the Vermont Mathematics Initiative (VMI). Sarah is a former math-phobic student who did everything possible to avoid math class (in school and college). Eventually, she faced her fears and learned math at the graduate level. Sarah serves as a consulting psychologist to Vermont K-12 schools and special education teams. Sarah enjoys teaching at the college level, especially to students who are sure they cannot learn math. Sarah is an avid reader, writer, and loves skiing. She lives in Barre with her husband, her 13 children and three dogs.
Mary Lundeen, M.Ed.

Mary Lundeen, M.Ed.

Mary is the Executive Director of the Vermont Council of Special Education Administrators (VCSEA). Mary began her career in Vermont public education at the Winooski School District where she was a special educator, Special Education Administrator, and Superintendent. After 16 years, Mary joined the Montpelier Roxbury School District as Director of Student Support Services where she served for 7 years. Mary finished her career in Vermont public education at the Mount Mansfield Unified Union School District where she served as the Director of Special Services for 4 years. Mary is a graduate of Trinity College of Vermont and Rivier University. Mary taught Special Education Leadership and Consultation and Collaboration in Schools for many years in the School Leadership Graduate Program at Saint Michael’s College. Mary has been an instructor and intern supervisor in the Special Education Program at VT-HEC for the past 6 years.
Loralyn LaBombard, Ed.D.

Loralyn LaBombard, Ed.D.

Loralyn teaches LD 1, LD 2 and a Co-Teaching course for the VT-HEC. She recently moved to Concord, NH where she works as an intensive needs special educator for Bow Memorial School. She runs a functional skills program for students with Autism. Prior to her move to NH, she worked at a variety of elementary schools as a special educator and also worked for Vermont Reads and the Stern Center for Language and Learning as a literacy consultant and professional development provider in literacy. Loralyn received her Ed.D. from the University of Vermont in Ed Leadership and Policy Studies in 2009 and her MA in Special Education in 2000 from Assumption College in Worcester, MA. Loralyn lives in Concord with her husband, Greg, and three kids, Camden, David, and Libby and dog, Max.
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.