University of Vermont

The Center on Disability and Community Inclusion (CDCI)

I-Team

photo of mother and daughter

The Students We Serve

The students we serve meet the following criteria:

  • Have an IEP or One Plan through CIS
  • Learn at a significantly slower rate than their peers
  • Do not readily maintain learned skills
  • Experience difficulty generalizing skills
  • Are often nonverbal
  • Are challenged in learning both academic and daily living skills

Our Services

The Vermont I-Team provides technical assistance for teams working with students who range in age from birth to 22. We also provide training to school district personnel, family members, community service providers and general community members on a variety of topics related to the education of students with intensive special education needs. Training can be delivered on site, district wide, regionally, or statewide (depending on the need).

Technical Assistance

The I-Team provides technical assistance to teams of students with intensive needs. The student’s case manager must complete a request for technical assistance form each year. The form must also be signed by Local Education Agent (LEA) and by the student's parent/guardian before services can be initiated. The team and I-Team personnel select the level of technical assistance.

Training and Professional Development

I-Team personnel provide training to school district personnel, and families on a range of topics related to the education of students with intensive educational needs. Training of school staff, families, and community members or community service providers can be arranged in a variety of formats and on a wide range of topics related to the education of students with intensive special education needs

Training Topics Include:

General information on developmental disabilities such as:
Deaf-blindness
Multiple Disabilities
Cerbral Palsy
Autism Spectrum Disorders
Cortical Visual Impairments

Intensive Special Education:
Systematic data-based instruction
Inclusion
Positive peer relationships
Functional behavioral assessment
Alternative and augmentative communication
Auditory, visual, and tactual supports
Evidence-based practices
Assessment practices
IEP development
Specific curricular issues including literacy, community living, self-help, mobility and pro-social skills
Transition planning
Related services decision making
Integrated services

Family Centered Practices:
Family issues
Building positive relationships / friendships
Circle of Courage
Circle of Friends
MAPS

Inclusion:
General education
Differentiated Instruction
Universal Design for Learning
Co-teaching
Supportive Classroom
Leadership
Collaboration
Creative Problem Solving

Last modified July 24 2012 12:58 PM

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