About The Program
Passion meets purpose as we prepare future teachers to build inclusive classrooms for diverse student needs. Equip yourself with the expertise to empower every student, fostering growth and overcoming challenges together. Embark on a journey where education meets empathy, and every milestone becomes a triumph with our Bachelor of Science in Education, Special Education and Teaching.
Career Paths
- Special education teacher
- Resource teacher
- Behavioral specialist
- Instructional coordinator
- Education consultant
- Early intervention specialist
- Case manager
- Community support worker
- Advocate
- Policy specialist
At a Glance
Degree Earned
Bachelor of Science in Education (B.S.Ed.)
Credits: 120
Application Deadlines
November 1: scholarship consideration
January 16: first-year students
March 15: transfer students
First-year students
As of April 16, 2025, VCU is currently accepting applications for first-year students entering Fall 2025. Apply and check for updates here.
International students
Undergraduate international first-year and transfer students, apply and check for updates here.
VCU enrolled undergraduates
Declare or change your major.
Program Entry / Delivery Mode
Fall or spring
In-person
Estimated Completion Time
Full-time (at least 12 credits): average completion in 4 years for first year students; 2 years for transfer students
Part-time (11 credits or less): average completion in 4-6 years for first year or transfer students
Our program meets initial licensure requirements in Virginia.
Special requirements
- Students must have received a minimum grade of C in all required education courses (ECSE, EDUS, SEDP and TEDU).
- Students must have received a minimum grade of C in all prerequisite courses for all required upper-level education courses (ECSE, EDUS, SEDP and TEDU).
- Required education courses (ECSE, EDUS, SEDP and TEDU) in which students earn a grade of D or F must be repeated.
- Students must achieve a 2.8 GPA to be admitted to Teacher Preparation and a 3.0 GPA to be admitted to Clinical Internship.
Degree requirements for Special Education and Teaching, Bachelor of Science in Education (B.S.Ed.)
| Course | Title | Hours |
|---|---|---|
| General education | ||
| Select 30 credits of general education courses in consultation with an adviser. | 30 | |
| Major requirements | ||
| • Major core requirements | ||
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| or PSYC 304 PSYC 304. Life Span Developmental Psychology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: PSYC 101. Reviews the basic concepts and principles of physical, cognitive and social development at each major stage of life-prenatal, infancy, toddlerhood, preschool, middle childhood, adolescence, adulthood and old age. Consideration is given to the study of development at each stage of life and to different theoretical explanations for development. PSYC 301 Child Psychology may not also be taken for credit. | Life Span Developmental Psychology | |
| SEDP 203 SEDP 203. Special Education and Disability Law. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an overview of historical and current federal and state litigation and legislation related to children and students with disabilities (e.g., Rehabilitation Act of 1973: Section 504 and the Americans with Disabilities Act). Students will gain understanding of the key provisions of the Individuals with Disabilities Education Improvement Act. This course will include discussion of advocacy and ethical obligations of professionals working with individuals with disabilities. | Special Education and Disability Law | 3 |
| SEDP 216 SEDP 216. Family-Professional Partnerships. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to increase the knowledge, skills and dispositions that are important for collaborating and communicating effectively with families of children with disabilities from birth through age 22. During this course, students will explore the dimensions of family-centered services and person-centered planning, as well as the familial, ecological and cultural factors affecting children with disabilities and their caregivers. Students will learn about theory, general principles and procedures for fostering collaborative partnerships among families, professionals and other stakeholders that lead to outcomes of individual and mutual empowerment. This course will also emphasize understanding the role and responsibilities of community agencies and providers, as well as how understanding the role of members of the collaborative team can impact families. | Family-Professional Partnerships | 3 |
| SEDP 282 SEDP 282. Multicultural Perspectives and Disability. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to enhance cultural competence in diverse community agencies, classrooms and schools. Discussions center around the impact of race, ethnicity, dis/ability, socioeconomic status, linguistic abilities, gender and sexual orientation on access to services and systems. Students will explore the impact of systemic “isms” on narratives about and interaction with children and youth with disabilities, particularly those from minoritized backgrounds. Students will reflect on how attitudes and biases impact their interactions with individuals with disabilities and from cultural identities different from their own. | Multicultural Perspectives and Disability | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| SEDP 402 SEDP 402. Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide students with foundational ideas and concepts regarding the selection and use of assistive technology and augmentative and alternative communication for infants, toddlers, children and young adults with disabilities. Students will recognize and plan for the uses of technology that will aid children and young adults to access and navigate their environment. This course emphasizes the selection and use of AT and AAC in early intervention and general and special education settings for students across the continuum of disability. | Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology | 3 |
| SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| • Additional major requirements | ||
| SEDP 201 SEDP 201. Foundations of Teaching Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides students with the foundations of curriculum and instructional planning for special education. Students will gain the skills to understand and implement learning principles and teaching pedagogy to deliver instruction to students with disabilities in varied educational settings and in a way that reflects culturally responsive curriculum and pedagogy. Students will develop a framework of evidence-based instructional strategies aimed at aligning learning goals, objectives, instructional materials, activities and assessment for children in grades K-12. | Foundations of Teaching Special Education | 3 |
| SEDP 311 SEDP 311. Transition Planning for Students with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course explores the literature, research, issues and trends that are relevant to children and youth with high-incidence disabilities as they transition throughout their educational experience and prepare for life after high school. Candidates will learn how to work with students and families to promote successful transitions, including considerations of post-secondary training, employment and independent living. Course content includes issues related to long-term planning, transition assessments, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations. | Transition Planning for Students with Disabilities | 3 |
| SEDP 315 SEDP 315. Classroom Management and Behavior Support for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide an in-depth analysis of theoretical models, research and strategies for supporting positive behavior of students with disabilities. The course focuses on development, implementation and evaluation of behavior management programs, functional assessment, positive behavioral supports and related classroom strategies. Students will also learn about school crisis management and safety plans, restorative justice, and individualized behavioral interventions. This course emphasizes an approach to behavior support that is culturally responsive and asset-based for students from diverse backgrounds and with intersectional identities. Students will reflect on their own identities, biases and assumptions, as well as their personal role in mitigating behavior problems. | Classroom Management and Behavior Support for Students With Disabilities | 3 |
| SEDP 378 SEDP 378. Teaching Math to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course focuses on effective mathematics instruction for students with disabilities. Students will gain familiarity with the Virginia Mathematics Standards of Learning and learn principles related to selection of appropriate mathematics curricula and instructional methodologies. Concepts include development of number sense, principles of equitable mathematics instruction, Universal Design for Learning in mathematics, evidence-based practices and strategies for making general education mathematics classrooms and curricula accessible for students with disabilities. | Teaching Math to Students With Disabilities | 3 |
| SEDP 379 SEDP 379. Assessment in Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course covers all aspects of assessment for students with disabilities. Students will learn about the foundations of strong, effective assessment, including instrument selection and measurement terminology. They will learn how assessment relates to eligibility and provision of special education services, explore factors that can influence assessment results and interpretations, and gain practice administering and interpreting commonly-used assessments. | Assessment in Special Education | 3 |
| SEDP 380 SEDP 380. Teaching Reading to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide a foundation of literacy instruction for students with disabilities. Students will learn about theories of literacy and literacy development, the components of literacy, and evidence-based instructional practices, with a focus on the foundations of reading. Students will gain familiarity with the Virginia Standards of Learning for Reading and Writing and practice strategies for making general curriculum literacy instruction accessible for students with disabilities, including students with dyslexia. | Teaching Reading to Students With Disabilities | 3 |
| SEDP 389 SEDP 389. Developing Individualized Education Programs. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: SEDP 203 and SEDP 379. This course is designed to provide educational personnel with knowledge of the legal regulatory requirements for Individualized Education Program development, including timelines and team member responsibilities. Students will gain skills for collaborating with students, families and other professionals in creating culturally responsive IEPs that are truly individualized and meet all legal requirements. They will learn to lead IEP teams in making evidence-based decisions about student progress, accommodations, placement, teaching methods and transition. Students will also complete hands-on IEP writing experiences that will address academic and functional needs of students with disabilities. They will also learn best practices in case management, including implementing and monitoring IEPs throughout the school year. Students will reflect on ethical decision-making with regard to balancing students’ needs and regulatory compliance. | Developing Individualized Education Programs | 3 |
| SEDP 404 SEDP 404. Methods in Teaching Science and Social Studies for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course emphasizes understanding and application of strategies to create inclusive environments in science and social studies general education classes. Candidates will gain familiarity with current Virginia Standards of Learning in K-12 science and social studies as well as instructional guidelines from national science and social studies organizations. They will also learn how to apply principles of Universal Design for Learning, culturally sustaining practice, asset-based pedagogy and evidence-based practices for students with disabilities within the context of science and social studies curriculum and practice. | Methods in Teaching Science and Social Studies for Students With Disabilities | 3 |
| SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | 1 |
| SEDP 460 SEDP 460. Specialized Reading and Writing Interventions for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 380. This course focuses on intensive, specially designed literacy instruction for students with disabilities, including progress monitoring and data-based decision-making. Students will learn about and practice skills related to literacy assessment, research-based reading curricula and evidence-based strategies for intensifying literacy instruction. | Specialized Reading and Writing Interventions for Students With Disabilities | 3 |
| SEDP 461 SEDP 461. Specialized Math Interventions for Students With High Incidence Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 378. This course focuses on design and implementation of specially designed interventions for students with high incidence disabilities who may need additional instruction beyond their core mathematics class. Core concepts include principles of effective mathematics intervention, assessment, goal-setting, progress monitoring and data-based decision-making. | Specialized Math Interventions for Students With High Incidence Disabilities | 3 |
| TEDU 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| • Field-based learning and student teaching requirements | ||
| SEDP 250 SEDP 250. Special Education Elementary Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Corequisite: SEDP 379. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in elementary classroom settings. Assignments will emphasize principles of effective assessment in practice. | Special Education Elementary Supervision | 2 |
| SEDP 350 SEDP 350. Special Education Middle School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 250. Corequisite: SEDP 460. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in a middle school classroom. Assignments will emphasize practical applications of evidence-based literacy assessment and instruction. | Special Education Middle School Supervision | 2 |
| SEDP 450 SEDP 450. Special Education High School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 350. Corequisite: SEDP 405. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences within high school classroom settings that serve students with disabilities. Assignments and experiences will emphasize professional collaborations and communication. | Special Education High School Supervision | 2 |
| SEDP 499 SEDP 499. Student Teaching. 9 Hours.
Semester course; 2 lecture and 7 field experience hours (delivered online, face-to-face or hybrid). 9 credits. Prerequisite: SEDP 450. The goal of this course is to provide special education student teachers a challenging, relevant and rewarding experience, which will allow them to acquire professional competence. Student teachers will apply knowledge gained through their course work, assume the various responsibilities of a classroom teacher, plan instruction and learning experiences that recognize students’ individual needs, organize and manage the classroom environment to maximize learning, use assessment data to guide instructional decisions, and practice being a critically reflective teacher. | Student Teaching | 9 |
| Open electives | ||
| Select any course. | 15 | |
| Total Hours | 120 | |
The minimum number of credit hours required for this degree is 120.
What follows is a sample plan that meets the prescribed requirements within a four-year course of study at VCU. Please contact your adviser before beginning course work toward a degree.
| Freshman year | ||
|---|---|---|
| Fall semester | Hours | |
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| UNIV 111 UNIV 111. Focused Inquiry I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Utilizes contemporary themes to give students opportunities and practice in writing, critical thinking, oral presentation, collaborative learning, information retrieval and evaluation, and social and civic responsibilities. Incorporates common reading materials and course activities across all sections.  Play course video for Introduction to Focused Inquiry: Investigation and Communication | Introduction to Focused Inquiry: Investigation and Communication (satisfies general education UNIV foundations) | 3 |
| General education course (select quantitative foundations) | 3 | |
| General education course | 3 | |
| Term Hours: | 12 | |
| Spring semester | ||
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. or PSYC 304 PSYC 304. Life Span Developmental Psychology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: PSYC 101. Reviews the basic concepts and principles of physical, cognitive and social development at each major stage of life-prenatal, infancy, toddlerhood, preschool, middle childhood, adolescence, adulthood and old age. Consideration is given to the study of development at each stage of life and to different theoretical explanations for development. PSYC 301 Child Psychology may not also be taken for credit. | Human Development and Learning or Life Span Developmental Psychology | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| UNIV 112 UNIV 112. Focused Inquiry II. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 111 or equivalent. Builds on skills introduced in UNIV 111 by providing practice in expository essays, argument and contextual analysis. Focuses on practice in writing in a variety of genres, framing writing according to both purpose and audience and identifying academically valid sources. Students must earn a minimum grade of C to receive credit for this course. Play course video for Focused Inquiry II | Focused Inquiry II (satisfies general education UNIV foundations) | 3 |
| General education course | 3 | |
| General education course | 3 | |
| Term Hours: | 15 | |
| Sophomore year | ||
| Fall semester | ||
| SEDP 216 SEDP 216. Family-Professional Partnerships. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to increase the knowledge, skills and dispositions that are important for collaborating and communicating effectively with families of children with disabilities from birth through age 22. During this course, students will explore the dimensions of family-centered services and person-centered planning, as well as the familial, ecological and cultural factors affecting children with disabilities and their caregivers. Students will learn about theory, general principles and procedures for fostering collaborative partnerships among families, professionals and other stakeholders that lead to outcomes of individual and mutual empowerment. This course will also emphasize understanding the role and responsibilities of community agencies and providers, as well as how understanding the role of members of the collaborative team can impact families. | Family-Professional Partnerships | 3 |
| SEDP 282 SEDP 282. Multicultural Perspectives and Disability. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to enhance cultural competence in diverse community agencies, classrooms and schools. Discussions center around the impact of race, ethnicity, dis/ability, socioeconomic status, linguistic abilities, gender and sexual orientation on access to services and systems. Students will explore the impact of systemic “isms” on narratives about and interaction with children and youth with disabilities, particularly those from minoritized backgrounds. Students will reflect on how attitudes and biases impact their interactions with individuals with disabilities and from cultural identities different from their own. | Multicultural Perspectives and Disability | 3 |
| UNIV 200 UNIV 200. Advanced Focused Inquiry: Literacies, Research and Communication. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 112 or HONR 250 with a minimum grade of C. Asks students to consider real-world applications of writing and research. Students will develop critical analysis, inquiry-based research skills, communication of argument and research across media. Work represents the culmination of foundational ConnectED competencies developed in UNIV 111 and UNIV 112. Students must earn a minimum grade of C to receive credit for this course. | Advanced Focused Inquiry: Literacies, Research and Communication (satisfies general education UNIV foundations) | 3 |
| General education course | 3 | |
| General education course | 3 | |
| Term Hours: | 15 | |
| Spring semester | ||
| 2.8 GPA required for admission to teacher preparation | ||
| SEDP 201 SEDP 201. Foundations of Teaching Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides students with the foundations of curriculum and instructional planning for special education. Students will gain the skills to understand and implement learning principles and teaching pedagogy to deliver instruction to students with disabilities in varied educational settings and in a way that reflects culturally responsive curriculum and pedagogy. Students will develop a framework of evidence-based instructional strategies aimed at aligning learning goals, objectives, instructional materials, activities and assessment for children in grades K-12. | Foundations of Teaching Special Education | 3 |
| SEDP 203 SEDP 203. Special Education and Disability Law. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an overview of historical and current federal and state litigation and legislation related to children and students with disabilities (e.g., Rehabilitation Act of 1973: Section 504 and the Americans with Disabilities Act). Students will gain understanding of the key provisions of the Individuals with Disabilities Education Improvement Act. This course will include discussion of advocacy and ethical obligations of professionals working with individuals with disabilities. | Special Education and Disability Law | 3 |
| General education course | 3 | |
| Open elective | 3 | |
| Open elective | 3 | |
| Term Hours: | 15 | |
| Junior year | ||
| Fall semester | ||
| SEDP 250 SEDP 250. Special Education Elementary Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Corequisite: SEDP 379. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in elementary classroom settings. Assignments will emphasize principles of effective assessment in practice. | Special Education Elementary Supervision | 2 |
| SEDP 378 SEDP 378. Teaching Math to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course focuses on effective mathematics instruction for students with disabilities. Students will gain familiarity with the Virginia Mathematics Standards of Learning and learn principles related to selection of appropriate mathematics curricula and instructional methodologies. Concepts include development of number sense, principles of equitable mathematics instruction, Universal Design for Learning in mathematics, evidence-based practices and strategies for making general education mathematics classrooms and curricula accessible for students with disabilities. | Teaching Math to Students With Disabilities | 3 |
| SEDP 379 SEDP 379. Assessment in Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course covers all aspects of assessment for students with disabilities. Students will learn about the foundations of strong, effective assessment, including instrument selection and measurement terminology. They will learn how assessment relates to eligibility and provision of special education services, explore factors that can influence assessment results and interpretations, and gain practice administering and interpreting commonly-used assessments. | Assessment in Special Education | 3 |
| SEDP 380 SEDP 380. Teaching Reading to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide a foundation of literacy instruction for students with disabilities. Students will learn about theories of literacy and literacy development, the components of literacy, and evidence-based instructional practices, with a focus on the foundations of reading. Students will gain familiarity with the Virginia Standards of Learning for Reading and Writing and practice strategies for making general curriculum literacy instruction accessible for students with disabilities, including students with dyslexia. | Teaching Reading to Students With Disabilities | 3 |
| TEDU 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Spring semester | ||
| 3.0 GPA required for admission to clinical internship | ||
| SEDP 315 SEDP 315. Classroom Management and Behavior Support for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide an in-depth analysis of theoretical models, research and strategies for supporting positive behavior of students with disabilities. The course focuses on development, implementation and evaluation of behavior management programs, functional assessment, positive behavioral supports and related classroom strategies. Students will also learn about school crisis management and safety plans, restorative justice, and individualized behavioral interventions. This course emphasizes an approach to behavior support that is culturally responsive and asset-based for students from diverse backgrounds and with intersectional identities. Students will reflect on their own identities, biases and assumptions, as well as their personal role in mitigating behavior problems. | Classroom Management and Behavior Support for Students With Disabilities | 3 |
| SEDP 350 SEDP 350. Special Education Middle School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 250. Corequisite: SEDP 460. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in a middle school classroom. Assignments will emphasize practical applications of evidence-based literacy assessment and instruction. | Special Education Middle School Supervision | 2 |
| SEDP 402 SEDP 402. Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide students with foundational ideas and concepts regarding the selection and use of assistive technology and augmentative and alternative communication for infants, toddlers, children and young adults with disabilities. Students will recognize and plan for the uses of technology that will aid children and young adults to access and navigate their environment. This course emphasizes the selection and use of AT and AAC in early intervention and general and special education settings for students across the continuum of disability. | Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology | 3 |
| SEDP 460 SEDP 460. Specialized Reading and Writing Interventions for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 380. This course focuses on intensive, specially designed literacy instruction for students with disabilities, including progress monitoring and data-based decision-making. Students will learn about and practice skills related to literacy assessment, research-based reading curricula and evidence-based strategies for intensifying literacy instruction. | Specialized Reading and Writing Interventions for Students With Disabilities | 3 |
| SEDP 461 SEDP 461. Specialized Math Interventions for Students With High Incidence Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 378. This course focuses on design and implementation of specially designed interventions for students with high incidence disabilities who may need additional instruction beyond their core mathematics class. Core concepts include principles of effective mathematics intervention, assessment, goal-setting, progress monitoring and data-based decision-making. | Specialized Math Interventions for Students With High Incidence Disabilities | 3 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Senior year | ||
| Fall semester | ||
| SEDP 311 SEDP 311. Transition Planning for Students with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course explores the literature, research, issues and trends that are relevant to children and youth with high-incidence disabilities as they transition throughout their educational experience and prepare for life after high school. Candidates will learn how to work with students and families to promote successful transitions, including considerations of post-secondary training, employment and independent living. Course content includes issues related to long-term planning, transition assessments, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations. | Transition Planning for Students with Disabilities | 3 |
| SEDP 389 SEDP 389. Developing Individualized Education Programs. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: SEDP 203 and SEDP 379. This course is designed to provide educational personnel with knowledge of the legal regulatory requirements for Individualized Education Program development, including timelines and team member responsibilities. Students will gain skills for collaborating with students, families and other professionals in creating culturally responsive IEPs that are truly individualized and meet all legal requirements. They will learn to lead IEP teams in making evidence-based decisions about student progress, accommodations, placement, teaching methods and transition. Students will also complete hands-on IEP writing experiences that will address academic and functional needs of students with disabilities. They will also learn best practices in case management, including implementing and monitoring IEPs throughout the school year. Students will reflect on ethical decision-making with regard to balancing students’ needs and regulatory compliance. | Developing Individualized Education Programs | 3 |
| SEDP 404 SEDP 404. Methods in Teaching Science and Social Studies for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course emphasizes understanding and application of strategies to create inclusive environments in science and social studies general education classes. Candidates will gain familiarity with current Virginia Standards of Learning in K-12 science and social studies as well as instructional guidelines from national science and social studies organizations. They will also learn how to apply principles of Universal Design for Learning, culturally sustaining practice, asset-based pedagogy and evidence-based practices for students with disabilities within the context of science and social studies curriculum and practice. | Methods in Teaching Science and Social Studies for Students With Disabilities | 3 |
| SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| SEDP 450 SEDP 450. Special Education High School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 350. Corequisite: SEDP 405. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences within high school classroom settings that serve students with disabilities. Assignments and experiences will emphasize professional collaborations and communication. | Special Education High School Supervision | 2 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Spring semester | ||
| SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | 1 |
| SEDP 499 SEDP 499. Student Teaching. 9 Hours.
Semester course; 2 lecture and 7 field experience hours (delivered online, face-to-face or hybrid). 9 credits. Prerequisite: SEDP 450. The goal of this course is to provide special education student teachers a challenging, relevant and rewarding experience, which will allow them to acquire professional competence. Student teachers will apply knowledge gained through their course work, assume the various responsibilities of a classroom teacher, plan instruction and learning experiences that recognize students’ individual needs, organize and manage the classroom environment to maximize learning, use assessment data to guide instructional decisions, and practice being a critically reflective teacher. | Student Teaching | 9 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| Term Hours: | 12 | |
| Total Hours: | 120 | |
The minimum number of credit hours required for this degree is 120.
The VCU Bulletin is the official source for academic course and program information.
The School of Education (SOE) degree programs that lead to professional licensure are designed to prepare students to meet the requirements for professional licensure in the Commonwealth of Virginia as outlined by the Virginia Department of Education (VDOE). The SOE has determined that the curriculum includes applicable educational prerequisites for the following professional licensure(s) and/or certification(s) as outlined on this page of our website.