Vermont Early Intervention/Early Childhood Special Education Undergraduate Program
Project Description:
CDCI proposes to increase the number and quality of personnel to support the needs of infants, toddlers and preschoolers with disabilities. The primary focus of this project will be the preparation of early intervention (EI), early childhood special education (ECSE), and early childhood education (ECE)providers to support high need children with disabilities including children experiencing poverty, homelessness, ELL, and newly arrived refugees and immigrants. Over the five years of this project, a minimum of 60 students will receive stipends to obtain a baccalaureate degree and a dual EI/ECSE/ECE endorsement.
Essential features of this project include: (1) underlying values of inclusion and family centered practices, (2) up-to-date research and evidence based practices (EPB), (3) coursework and practicum and student teaching designed to meet the unique needs of children with disabilities and high-need children with disabilities (i.e. living in poverty, homeless, English language learners, immigrants and refugees). This project will rely heavily on collaboration with community partners including: (1) families of children with disabilities, (2) local programs such as four homeless family shelters, (3) Head Start, (4) inclusive infant, toddler and preschool programs that serve children with and without disabilities and children with high-needs within the boundary of a high-need LEA, and (5) state agency partners.
Keyword(s):
Early Intervention, Early Childhood Special Ed., ELL, Refugees, Part C
Core Function(s):
Training Trainees
Area of Emphasis
Education & Early Intervention, Other - Cultural Diversity, Other
Target Audience:
Students/Trainees (long or intermediate trainees)
Unserved or Under-served Populations:
Racial or Ethnic Minorities, Disadvantaged Circumstances, Limited English, Specific Groups
Primary Target Audience Geographic Descriptor:
State, Regional
COVID-19 Related Data:
N/A
