Collaboration and Consultation in Early Intervention/Early Childhood Special Education, Knowles, Summer 2026

Course Description

This Course will focus 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. Students will learn about the skills needed to create a successful team and how to communicate with others effectively. We will analyze how interdisciplinary teams function and make suggestions for improvement. 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, socio-economic status, and/or composition will be discussed so early childhood special education professionals can understand and come to value each family’s unique strengths.

Audience: Early Childhood Special Educators/Early Interventionists with a Bachelor’s degree

Course Goals & Objectives

Course Goals: Course readings, activities, discussions, and assignments will enable the student to develop the needed knowledge and skills to be an effective team member and learn how to effectively provide support and consultation to the adults supporting children with disabilities or developmental delays in their homes, public school, Head Start, and community-based childcare programs.

Course Objectives:

• Students will understand families as central to children’s development by learning about and applying family systems theory and valuing the diversity of family structures, cultures, languages, and socioeconomic contexts.
• Students will apply ethical, legal, and family centered practices by adhering to professional standards, understanding relevant laws, and supporting meaningful family participation in decision making.
• Students will collaborate effectively with families, educators, and community professionals by using strong communication, teaming, and consultation skills across early childhood settings as well as understanding the characteristics and traits needed to achieve these skills.
• Students will develop an understanding of the varied roles and responsibilities of early intervention and early childhood special education professionals (teacher, consultant, facilitator, advocate, and collaborator), as well as the contributions of specialized service providers such as occupational, physical, and speech language therapists.
• Students will utilize community resources and implement supportive, inclusive practices by investigating systems of care, coordinating services, adapting environments and materials, and promoting access and participation for young children with special needs.

Required Readings/Resources

Costs for required readings/resources may not be included in the course tuition. Please contact VT-HEC for more information.