Vermont State University’s Bachelor of Arts in Inclusive Childhood Education program prepares students to become teachers licensed in both Elementary Education (K-6) and Special Education (K-8). With careful planning, a full-time student can complete the degree in four years, earning recommendation for a Level I Professional Educator’s License issued by the Vermont Agency of Education. This license is required to work as a public-school teacher in Vermont; it also is recognized and accepted by all other states who have signed the NASDTEC Interstate Agreement.
Through courses and practicum experiences, students learn the theories, research, standards and practices that provide a solid foundation for educators who are passionate about teaching and committed to creating welcoming learning environments that are inclusive of all learners.
Careful attention is given to the growth of children as individuals whose ideas, interests, joys, strengths, and challenges are formed within a community. The program focuses on action research, collaboration, social justice, inclusivity, diversity, equity, inclusion, democracy, critical perspectives, inquiry, creativity, advocacy, theory into practice, and education as a public good.
Students should declare Inclusive Childhood Education as their academic major and apply to a VTSU Teacher Education Program after completing their first education course. Note: Declaring a major in Inclusive Childhood Education is not the same as being accepted into a Teacher Education Program. Throughout the program, students enroll in a series of Teacher Education Workshops (TEWs) that outline licensure requirements, policies, and procedures.
As an Education Department, we work to design learning experiences for VTSU students based on a foundational set of values. These values include (and are not limited to): action research, community, collaboration, social justice, inclusivity, diversity, equity, inclusion, democracy, critical perspectives, inquiry, creativity, challenging the status quo, advocacy for students, theory into practice, and education as a public good.
Analyze the inequities embedded in the US PK-12 public education system and identify strategies for action and change.
Collaborate with community stakeholders in PK-12 educational systems to advocate for student needs.
Use theory, inquiry, creativity, critical thinking, and research to investigate historical and contemporary problems and issues in PK-12 educational systems.
Envision, design, and build inclusive learning environments.
Critically reflect on their roles as advocates, colleagues, and educators in their communities.