Planning and Practices in Early Intervention/Early Childhood Special Education, Cassidy, Spring 2026

Course Number:	EDU 5515 S09
Instructor:	Lori Cassidy, M.Ed.
Location:	Online
Dates and Times:	January 19 - May 6, 2026. In-Person: January 24 and May 2, 8:30am-3:00pm. Synchronous Virtual: February 21 and March 28, 8:30am-3:00pm.
Credits:	3 Graduate Credits
Tuition:	Set by and payable to VT-HEC

Course Description

Course Description:

This course will examine issues related to planning, designing, and implementing developmentally appropriate intervention practices and individualized services and support for young children (0-6) with disabilities or developmental delays, and for their families. We will develop an Individual Family Service Plan (known in Vermont as the “One Plan”) for children from the age of infancy to three years, and an Individualized Education Plan (IEP) for children three- to six-years-old.

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 research and practical implications for play-based, child-centered, and inclusive learning approaches.

Audience: Aspiring or current early childhood special educators, with a Bachelor's Degree, seeking to develop or enhance their knowledge and skills in planning and addressing the needs of young children with developmental delays and their families.

Course Goals & Objectives

Course Goals:

Evidence knowledge and skills in evidence-based, developmentally appropriate, and individualized practices that align with the Division of Early Childhood (DEC) Recommended Practices, Vermont’s Guiding Principles, and the Vermont Early Learning Standards.
Use information gained from assessment and eligibility determinations to create an appropriate One Plan and/or Individualized Education Plan (IEP) for a child and family.
Develop an intervention plan that fosters the social, emotional, cognitive, communicative, adaptive, and motor development of young children.
Create a data collection system for ongoing monitoring of child progress.

Course Objectives:

Apply an understanding of developmental and evidence-based practices to

inform intervention and instructional decisions using ongoing progress

monitoring and data collection.

Develop a strength based One Plan and IEP that reflect consideration of

family priorities, child concern and needs, access and participation in natural

and least restrictive environments, and ongoing progress monitoring.

Develop functional child outcomes/goals and objectives that address a child’s

developmental and learning needs and create family outcomes that address

both child and family needs.

Design evidence-based intervention strategies conducive to fostering a child’s

social and emotional confidence and competence, their acquisition and use of

knowledge and skills, and their taking action to meet their own needs.

Create embedded instructional plans for routines and activities such as: during

transitions, small-group activities, mealtimes, self-help, art, drama, music and

movement, and outdoor play. These plans integrate intervention

objectives and strategies across disciplines into ongoing everyday natural routines and activities.

Required Readings/Resources

Costs for required readings, if any, are not included in the course tuition.

Sandall, S. R., Gauvreau, A. N., Joseph, G. E., & Schwartz, I. S. (2024). Building blocks for teaching young children in inclusive settings (4th ed.). Baltimore, MD: Paul H. Brookes Publishing Co.

https://products.brookespublishing.com/Building-Blocks-for-Teaching-Young-Children-in-Inclusive-Settings-Fourth-Edition-P1544.aspx

Other Suggested Readings/Texts:

Additional readings will be posted in VT-HEC Canvas course shell.

For additional course information

Lori Cassidy

(802) 498-3350

For additional registration information

Center for Schools Team

(802) 468-1325