“Clustered” Competencies for EARLY CHILDHOOD SPECIAL EDUCATOR

You are responsible for meeting all of the knowledge and performance standards and additional
requirements for this endorsement. To assist you in writing to the knowledge and performance
standards, they have been grouped or “clustered” into the following topical areas. These areas are
incorporated in the scoring rubric for this endorsement. Please write to these “clustered”
competencies.
Knowledge and Performance Standards – Foundations:
F 1 Knowledge of typical and atypical prenatal through middle childhood growth and development
and ability to apply this knowledge to all aspects of early childhood special education practice
F 2 Knowledge of the biological, genetic, environmental, familial, linguistic, and cultural factors in
young children’s development and their impact on exceptionalities
F 3 Knowledge of and ability to perform the key roles of the early childhood special educator within
the educational support system
F 4 Knowledge of the philosophical, ethical, historical, and legal foundations of early intervention
and early childhood special education services and programs
F 5 Knowledge of current state and federal laws, regulations, and procedures governing the referral;
identification/evaluation; eligibility determination; development, implementation, and
monitoring of early intervention and special education plans; and placement of young children
with disabilities
Knowledge and Performance Standards – Program Development/Consultation/Collaboration:
PCC1 Knowledge of and ability to implement models and skills for effective early intervention and
early childhood special education consultation and collaboration
PCC2 Knowledge of family systems theory and ability to implement family centered practice
PCC3 Ability to develop early intervention and special educational plans that incorporate a variety of
data and multiple perspectives on the strengths and needs of the child and that define authentic,
observable, measurable, and sequenced short and long term objectives and benchmarks
PCC4 Knowledge of and ability to incorporate local, state, and community resources and systems of
care to support young children and their families
PCC5 Ability to supports young children’s transitions among and across programs and settings
PCC6 Knowledge of and ability to implement Vermont’s learning standards for infants, toddlers, and
young children1
Knowledge and Performance Standards – Assessment:
A 1 Knowledge of and ability to facilitate the comprehensive special education evaluation process
A 2 Knowledge of measurement theory and practice
A 3 Knowledge of and ability to appropriately assess young children’s learning and development
Knowledge and Performance Standards – Disabilities/Interventions:
DI 1 Knowledge of the characteristics of the disabilities stipulated in state law, and impacts of these
disabilities on young children’s learning and development and family functioning
DI 2 Knowledge of and ability to develop and implement appropriate early childhood curriculum and
instruction
DI 3 Ability to incorporate individualized learning and developmental objectives into an
integrated curriculum
DI 4 Knowledge of and ability to develop and implement appropriate early childhood learning
environments
DI 5 Knowledge of and ability to implement specialized curricula and instructional strategies, and
alternative communication modes and assistive technologies, that can enhance development
across domains
DI 6 Knowledge of and ability to support learning and development across environments and within
existing environments and to facilitate maintenance and generalization of skills across
environments
DI 7 Ability to integrate specialized therapeutic services into ongoing intervention and educational
practice
DI 8 Knowledge of and ability to incorporate health and safety issues, procedures, and regulations
Knowledge and Performance Standards – Foundations of Basic Skill Areas:
FBS 1 Knowledge of the processes, principles, and dimensions of oral language and literacy
development and strategies to promote early literacy
FBS 2 Knowledge of the systems of language and their relationship to the development of early literacy
FBS 3 Knowledge of the continuum of development of mathematical thinking, particularly in the areas
of mathematical reasoning and quantification
FBS 4 Typical and atypical social/emotional, psychological, and cognitive development as they relate to
behavioral development
FBS 5 Typical and atypical sensory and motor development, functioning issues associated with various
common disabling conditions, and implications for learning, behavior, and demonstration of
competence in a variety of tasks
FBS 6 Typical and atypical communication, cognitive, and motor skill development as they relate to the
development of self-help skills in young children
Additional Requirements:
Baccalaureate degree with a recommendation for licensure in early childhood special education, or a
minimum of 21 credits in early childhood special education
A minimum of a practicum, or the equivalent, in early childhood special education.
1.Vermont’s Framework of Standards for Early Development and Learning: Goals for Children Entering
Kindergarten. DRAFT. (Standards, Monitoring, and Technical Assistance Subcommittee of the Vermont
Early Childhood Work Group, October, 2002)
http://education.vermont.gov/new/pdfdoc/licensing/endorsements/clustered_competencies/early_childhood_sped.pdf

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