For Veronica Schrader, returning to school after a successful career as an interior architect was not an easy decision – especially with two small children at home. However, her strong motivation to pursue a career in early childhood special education outweighed any doubts.
That motivation came from a personal connection to the field: her son Luke, who has special needs.
“Every time I see him get on the school bus, I see that he's so happy,” Schrader says. “Even though he’s nonverbal, and even though he has his disabilities, I can tell that he enjoys school; and I'm so grateful that he has special education teachers that can allow him to go to school and study.”
Schrader will graduate from PSU this June with a master’s degree in Early Intervention Special Education (EISE) from the College of Education. The two-year program prepares students to work with young children, ages 0 to 5, who have disabilities or other special needs.
Originally from Quito, Ecuador, Schrader earned a master's in interior architecture from the University of Oregon. For the next 15 years, she enjoyed managing diverse interior design projects across various countries. But when Luke, who is now nine, was born life took a significant turn.
After Schrader learned that Luke was autistic and would be developmentally delayed, she put her career on hold to make time for his care and necessary services like physical, occupational and speech therapy. This personal experience was Schrader’s introduction to the world of early childhood special education.
Once Luke began kindergarten and her younger daughter was enrolled in school too, Schrader reassessed her career priorities and took a job at Head Start. As a bilingual teacher assistant there, she witnessed the challenges that children with disabilities and their families faced in accessing quality education and support services.
Her fluency in English, Spanish and Portuguese, coupled with her deep understanding of the unique needs of bilingual families, further fueled Schrader's Commitment to serve her community. So when a well-timed email about PSU’s EISE Master's Program landed in her inbox, she jumped on the invitation to apply.
Despite the demands of raising two children, the hours of study and field placements required to complete a graduate degree, Schrader’s determination never waivered during the intensive program. She leaned on family for support, her husband in particular. She is grateful to everyone at PSU and throughout her field placements who has supported her along the way.
“The teachers are magnificent, their knowledge, their spirits, they encourage us, the whole PSU education team has been great,” Schrader says. “I've been blessed that I had, like the best mentors and supervisors.”
The appreciation is mutual. Dr. Hollie Hix-Small, associate professor and EISE program coordinator, says that Schrader has shown great compassion, determination and dedication.
“We need more professionals in the field like Veronica and I am grateful she chose PSU,” Hix-Small says. “She is selfless, humble and always optimistic.”
Schrader’s academic journey has been filled with compassion, resilience and a dedication to making a difference in the lives of children with disabilities and their families.
She credits program experiences, including field placements at the Multnomah Early Childhood Program (MECP) in the David Douglas School District, for providing her with valuable insights and practical skills to support children with disabilities and their families effectively. The program also taught her the importance of patience, perseverance and flexibility in meeting the diverse needs of her students.
“Studying this career has opened my eyes to different aspects and views from the other side. It has opened my eyes to different perspectives,” she says. Where Schrader once saw things through the lens of a parent, she now has a better understanding of where teachers, early interventionists, therapists and other service providers are coming from as well.
After graduation, Schrader will begin working full-time as an Early Intervention/Early Childhood Special Education teacher with MECP. “I’m excited and I’m terrified,” she says of her next step.
Schrader looks forward to creating inclusive learning environments that support children of all abilities. She knows firsthand what these families are going through and wants other children with disabilities to have the same positive learning experiences her son has had.
“I can give them the opportunity so they can study at a preschool like any other child – so they can be prepared to go to kindergarten,” she says.