Special Education

Program Timeline + Course Descriptions

The 24-credit sequence of graduate-level courses includes 21 content credits and a 3-credit internship. This is a recommended sequence; however, courses may be taken out of sequence with the exception of the internship, which is completed in the second year.

These courses are designed to meet the competencies for licensure as a special educator in Vermont.

Year One

Summer: Planning and Preparation
This seminar will provide a contextual understanding of the Danielson Framework for Teaching and the Vermont Core Teaching Standards. Participants will examine the Zone of Proximal Development, beginning principles of formative and summative assessment, curriculum mapping, and local comprehensive assessment plans. Candidates will begin an exploration of equity and bias which will be built upon during additional seminars.

Fall: Learner Development & Learning Theory
This seminar will provide an understanding and knowledge of learning theorists and developmental progressions associated with the theories. Participants will consider how both formative and summative assessment connect to an MTSS within a school setting and explore the principle of data triangulation. Candidates will be introduced to Project Based Learning (PBL) principles, design, and assessment.

Spring: Classroom Environment and Unit Planning
This seminar will focus on developing knowledge, creating understanding, and applying principles associated with the creation of a positive classroom environment that supports all students. Participants will learn instructional strategies associated with strong unit design, lesson planning, and assessment. Participants will begin building a foundation of understanding in the ideas associated with Responsive Classroom, PBIS, and positive growth mindset as responsive classroom management strategies.

This 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 the social construction of disability, self-determination, inclusion, collaboration with diverse families, and person-centered planning will be explored in-depth.

This series of courses has been designed to help special education graduate students gain some of the critical assessment skills and knowledge they will need to be successful special education professionals. The course has been divided into three, 2-credit sections and will be organized around three-course themes.

Assessment in Special Education: Achievement Testing and Report (late August through early October) – assessment instruments, procedures and practices, legal issues in assessment
Interpretation of Assessments: (Mid-October through December) – use cognitive and academic achievement evaluation results to deepen understanding of varied learning profiles
Special Education Comprehensive Evaluations: (Early January through mid-February) – leading the comprehensive evaluation process resulting in a comprehensive evaluation plan, the determination of special education eligibility, and the special education comprehensive evaluation report

Students will learn to develop and implement systemic and proactive procedures that address problem behavior in the building, classroom, and individual student levels. Emphasis on creating or modifying learning environments and interactions that promote social and academic achievement. Students will be required to perform a full functional behavior plan as part of this course requirement.

Year Two

Summer: Instructional Planning: Technology-Math-Science-Global Citizenship
This seminar will provide opportunities to explore, research, collaborate and plan for teaching in the areas of math, science, technology, and global and digital citizenship.

Fall: Instructional Planning: Literacy and Language
This seminar will provide opportunities to explore, research, collaborate and plan for teaching in the areas of literacy and language.

Spring: General Laws, Policy, Regulations, Completion of Portfolio
This seminar will focus on preparing candidates for their student teaching experience. Attention will be focused on putting all the pieces of their licensure program into place and into practice. Candidates will concentrate on being prepared for teaching within a school system and adhering to the ethics, policies, and procedures that are expected of Vermont’s teachers.

PRAXIS CORE (or its equivalent) must be successfully completed by June 15th.

The focus of this course is to provide participants with the necessary components to create an effective school program for students with complex profiles. Emphasis will be placed on choosing and utilizing appropriate assessment procedures, utilizing structured teaching strategies, creating individual educational programs, and collaborating in the general education setting. This course will look at all areas of development for children with low-incidence disabilities including cognitive, motor, social, communication, safety, domestic living, and recreation/leisure. Students will also learn the rules and regulations that drive their professional responsibilities relative to the development of IEPs and will become competent at leading a team through the IEP process, resulting in an appropriate and meaningful IEP for each student.

This course is designed to help participants identify students who experience a reading disability and who have barriers to learning to read. Participants will gain critical assessment skills necessary to evaluate students’ development and strengths and weaknesses in literacy and use this information to design appropriate instruction and support for these students.

The internship experience is competency-based, reinforcing course content as well as exposing the intern to important experiences and opportunities to ensure the development and implementation of effective programs for learners eligible for special education services. Interns receive direction, guidance, and direct feedback from a field-based mentor as well as a VT-HEC/Spec Ed supervisor. Together they design an individual student plan, based on a self-assessment plan (SAP), to track obtained competencies and set goals for identified needs. Along with formative evaluation based on direct observation of the intern’s performance, summative evaluation in the form of grades on internship products will be provided by VT-HEC Supervisors.

Students must have successfully completed 12 credits of the required VT-HEC Special Education courses including Special Education Assessment (all 3 sections) and Meeting the Instructional Needs of all Students: Complex Profiles, in order to be eligible for the internship.

This course is designed to help participants identify students who are learning disabled and at-risk in the area of math. Participants will gain critical assessment skills necessary to evaluate students’ development and strengths and weaknesses and use this information to design appropriate math instruction and support for these students.

GUIDING YOU WITH EXPERTISE

Course Instructors

Michelle Houghton

Michelle Houghton

Michelle Houghton has a Master of Fine Art in Writing for Children and Young Adults from Vermont College of Fine Art. She is a Certified Literacy Specialist with an associate level certification in the Orton Gillingham approach. She was a middle and high school English teacher, and a k-5 literacy instructor. When she is not teaching, you can find Michelle writing stories or riding her horse through the Vermont forests. Michelle lives on a small horse farm in Ferrisburgh, Vermont with her two sons.
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.
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.
Kara Griswold, M.Ed.

Kara Griswold, M.Ed.

Kara Griswold is the Assistant Director of the Special Education Endorsement Program. She also provides literacy services at a small independent school in Vermont. Prior to her work at VT-HEC, Kara was a Director of Student Services in Addison County. She began her career as a middle and high school special educator and maintains a Vermont license in special education, director of student services, principal, and director of curriculum.
Stephanie Sumner

Stephanie Sumner

Stephanie has been an elementary educator in Vermont since 1996. Her passion is working with students and educators to create and support learning environments where all children are welcomed and valued for who they are and are nurtured, inspired learners. Stephanie holds undergraduate degrees in Elementary Education and Psychology, an M.Ed in Science Education K-8, and a certificate of advanced graduate studies in School Leadership. Professionally, she spent many years teaching grades 4-6, working as a mathematics coach, and several years as a PK-4. Stephanie’s current work includes serving as the seminar instructor in the VT-HEC Special Education Initial Licensure program and as a certified facilitator for Illustrative Mathematics. She has taught social-emotional learning and literacy instruction courses for the Castleton Center for Schools and has been an instructional leader for all content areas PK-4. Stephanie also works privately as a parent coach and educator.
Abigayle Wiggins

Abigayle Wiggins

Abby grew up in the Mid-Hudson Valley of New York, and moved to Vermont in 2005 to attend UVM. After graduation in 2009 Abby worked in the Burlington area before moving to Central Vermont in 2011, eventually receiving her Masters through The Vermont Mathematics Initiative. With over 10 years of experience as a special educator, she transitioned to school administration in 2021 and was an Assistant Principal for 3 years. Currently, Abby is working as the Director of Special Services for CVSU. She lives in Central Vermont with her wife and 2 dogs, and enjoys driving to new places to patronize local bookstores.
Amanda Pugliese

Amanda Pugliese

Amanda Pugliese is currently the MTSS Coordinator for the Central Vermont Supervisory Union. Prior to that, she worked as a special educator in the district. She is a graduate of the Vermont Mathematics Initiative (VMI) and the VT-HEC Special Educators Pathway to Licensure program. Amanda is a member of the VT-HEC Special Education Advisory Council and loves mentoring new special educators in her district.
Crista Yagjian, M.Ed.

Crista Yagjian, M.Ed.

Crista is a Vermont special educator and reading & writing specialist who lives in Guilford, Vermont. She believes in student-centered planning that leverages student strengths and utilizes a collaborative teaming model to help all students access learning alongside their peers. She is a proud 2005 graduate of the VT-HEC special education licensing program. In 2020, Crista completed UVM’s LEND (Leadership Education in Neurodevelopmental and Related Disabilities) program as a Family Fellow and focused her work on family and school partnerships. Currently she serves on the Vermont Developmental Disability Council and on the Vermont Special Education Advisory Panel. Crista supports new special educators in VT-HEC’s Special Education Academy and is a co-teacher for Meeting the Instructional Needs of All Students with Complex Profiles. She also works as a parent educator for the Massachusetts Down Syndrome Congress. In addition to being an educator for over 20 years, Crista is also a parent to her curious, very determined, and music-loving son, Nate, who has Down syndrome.
Jenn Randall, M.Ed.

Jenn Randall, M.Ed.

Jenn is an Early Childhood Educator at heart. She taught Kindergarten in Colchester while pursuing her Masters in Special Education with an Intensive Needs Endorsement at the University of Vermont. As an Intensive Needs Coach and Coordinator of the Champlain Valley School District Consultation Team, Jenn collaboratively supported many teams, classrooms and professionals to support all students preschool – age 22 across CVSD. Jenn is passionate about thinking flexibly and mindfully planning access to the general education curriculum across settings. Jenn is an Internship Supervisor for VT-HEC and an instructor in the Special Education Program. Jenn’s favorite adventures are spent outside in nature with her two young children.
Kim Gannon

Kim Gannon

Kim Gannon is currently an evaluation specialist and instructional coach for North Country Supervisory Union in Newport. VT. She has served as a special educator, literacy coach, and English teacher in Vermont schools over several decades. She has also taught undergraduate and graduate courses in writing, composition and literature, women’s studies, and the Common Core Standards in Ohio, North Dakota, and Vermont.
Brianne Wells

Brianne Wells

Brianne is a licensed school psychologist who has experience working in Vermont and New York public schools. She has delivered school psychology services in Vermont since 2015. She earned her Master’s of Education and her Certificate of Advanced Graduate Studies in School Psychology from The College of Saint Rose in Albany, NY. Brianne serves as a Reviewer for the National School Psychology Certification Board for the National Association of School Psychologists and she has enjoyed training graduate students to be future school psychologists since 2019.
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.
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.
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.
Andrea Wasson, M.Ed.

Andrea Wasson, M.Ed.

Andrea has worked in the field of special education in Vermont for 36 years, most recently as the Director of Special Education for the Central VT Supervisory Union. She is a graduate instructor, presenter, and practicum supervisor for the Vermont Higher Education Collaborative (VT-HEC) Special Education Licensing program and an internship supervisor for the University of Vermont. She has a Bachelor’s degree in Special Education from MS State University and a Master’s degree in Special Education and Leadership from the University of Vermont. Andrea lives in Essex Junction, VT.
Jennifer Patenaude, M.A.

Jennifer Patenaude, M.A.

Jen Patenaude, MA, is the Professional Learning and Development Specialist at VT-HEC. In this role she acts as special education instructor, presenter, internship supervisor, and curator of professional development on a multitude of topics for both general education and special education teachers.

Prior to her work with VT-HEC, Jen worked for North Country Supervisory Union for more than twenty five years as a special educator, evaluation specialist, instructional specialist and MTSS/EST Coordinator PreK-12. She has also served as adjunct faculty for the Vermont State Colleges, presented nationally on topics related to MTSS, and has provided coaching and professional learning opportunities for general education and special education staff throughout Vermont as an independent consultant.