About The Program
Prepare for a dynamic career as you master the essential skills for diverse educational settings. Our program focuses on specialized training in reading, language instruction, behavior management and interactive teaching strategies. You'll be ready to guide students through critical transitions, from special education to general education and beyond - including pathways to employment and independent living. You'll also have opportunities to apply cutting-edge intervention techniques in the community.
Career Paths
- Special education administrator
- Behavior analyst
- Curriculum specialist
- Educational consultant
- Transition specialist
- Assistive technology specialist
- Researcher
- Program director in nonprofit organization
At a Glance
Degree Earned
Master of Education (M.Ed.)
Credits: 37
Application Semesters and Deadlines
Fall: April 1
Spring: November 1
Summer: March 1
Program Modality
Online and in-person*
*A minimum number of students is required to administer an in-person cohort.
Estimated Completion Time
Full-time (9-15 credits): average completion in 4 semesters
Part-time (1-8 credits): average completion in 6 semesters
Our program meets initial licensure requirements in Virginia.
Admission requirements
| Degree: | Semester(s) of entry: | Deadline dates: | Test requirements: |
|---|---|---|---|
| M.Ed. | Fall | Mar 15 | |
| Spring | Nov 1 | ||
| Summer | Mar 15 |
In addition to the general admission requirements of the VCU Graduate School, the following requirements represent the minimum acceptable standards for admission:
- Bachelor’s degree
- Three letters of recommendation addressing the student’s potential for graduate study in education
- Statement of intent
- Transcripts of all previous college work
- Interview
Additionally, there are several tests that students must pass for admission to teacher preparation, admission to student teaching and licensure in Virginia. Students should consult the Teacher Preparation page on the School of Education website for current testing requirements.
Applicants who do not have a provisional or professional collegiate teaching license in special education must take SEDP 630 SEDP 630. Trends in Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Includes an overview of legislation and case law pertaining to special education, characteristics of individuals with and without exceptionalities including growth and development from birth though adolescence, mainstreaming, integration/inclusion, transition, and classroom adaptations for educating students with disabilities in least restrictive environments. Candidates will become familiar with the general characteristics of children with and without exceptionalities relative to age, varying levels of severity and developmental differences manifested in cognitive, linguistic, physical, psychomotor, social or emotional functioning.
Admission to clinical experiences in schools requires a background check and fingerprinting.
Please visit the School of Education website for further information.
Degree requirements
In addition to general VCU Graduate School graduation requirements, students are required to complete course work in core and elective courses.
- Credit hour requirements: Students are required to complete a minimum of 37 credit hours.
- Grade requirements: Receipt of a grade of C or below in two courses constitutes automatic dismissal from the program. Courses with a grade below C cannot be used to satisfy degree requirements.
Curriculum requirements
| Course | Title | Hours |
|---|---|---|
| Foundations | ||
| EDUS/PSYC 607 EDUS 607. Advanced Educational Psychology. 3 Hours.
Semester course; 3 lecture hours (delivered online, hybrid or face-to-face). 3 credits. Application of the principles of psychology to the teaching-learning process. Discussion will focus on the comprehensive development of individual learning experiences and educational programs from the point of view of the PK-12 educator and administrator. | Advanced Educational Psychology | 3 |
| Research | ||
| EDUS 660 EDUS 660. Research Methods in Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, hybrid or face-to-face). 3 credits. Designed to provide an introductory understanding of educational research and evaluation studies. Emphasizes fundamental concepts, procedures and processes appropriate for use in basic, applied and developmental research. Includes developing skills in critical analysis of research studies. Analyzes the assumptions, uses and limitations of different research designs. Explores methodological and ethical issues of educational research. Students either conduct or design a study in their area of educational specialization. | Research Methods in Education | 3 |
| Core courses | ||
| SEDP 501 SEDP 501. Characteristics of Individuals with Disabilities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course prepares candidates to understand how exceptionalities can interact with multiple domains of human development to influence an individual’s learning in home, school, community and throughout life. Candidates will gain an understanding of the characteristics between and among individuals with and without exceptionalities. Course content focuses on the identification and characteristics of individuals with exceptionalities as defined under the Individuals with Disabilities Education Improvement Act. This course also provides information on educational, psychosocial and behavioral interventions that serve as adaptations to the general curriculum and/or home/social expectations. Candidates gain an understanding of the impact of related medical conditions and differentiated evidence-based interventions on the development and learning of young children and/or students with or at risk for disabilities. In addition, candidates gain understanding of child abuse recognition and prevention, with particular focus on issues and strategies unique to working with young children and students with disabilities. Throughout this course, candidates will consider beliefs, traditions and values across and within cultures that influence relationships among and between young children, students and their families. Further, this course will emphasize the importance of interdisciplinary collaboration for promoting the well-being of individuals with exceptionalities across a wide range of settings and collaborators. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the E
CSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Characteristics of Individuals with Disabilities: ____ | 3 |
| SEDP 531 SEDP 531. Educational Foundations for Collaboration and Universally Designed Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Focuses on providing candidates with the knowledge of the foundation for educating students with disabilities, as well as the principles and processes for collaboration and consultation with educational colleagues, community professionals and families. Covers the historical, philosophical and sociological foundations underlying the role, development and organization of public education in the U.S. Discussions and readings will focus on creating and maintaining inclusive schools, effective communication strategies for building successful collaborative teams and universally designed instructional strategies to use in co-taught classrooms. | Educational Foundations for Collaboration and Universally Designed Learning | 3 |
| SEDP 533 SEDP 533. Assessment of Individuals with Disabilities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide knowledge and practical applications of screening and assessment of young children and students at risk for and with disabilities/delays. Teacher candidates will be prepared to make professional decisions regarding the screening, assessment and ongoing evaluation of young children and students with disabilities. Teacher candidates will gain knowledge of measurement principles and practices to administer assessments and interpret results. This course will emphasize examination of both formal and informal assessments and their use in data-driven decision-making related to educational placement, intervention planning and IEP/IFSP development. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Assessment of Individuals with Disabilities: ____ | 3 |
| SEDP 601 SEDP 601. Instructional Methods and Programming for Individuals with Disabilities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides the knowledge, skills and methods necessary to plan and deliver effective instruction to individuals with disabilities. Course content is focused on how to collaborate with families and other professionals to deliver instruction that improves the outcomes of young children and students. Teacher candidates will develop skills to plan and deliver instruction in a variety of educational settings and learning environments. This course builds teacher candidates’ cultural competence and emphasizes the use of recommended practices and evidence-based interventions to support the social, emotional and/or academic growth of individuals with disabilities. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Instructional Methods and Programming for Individuals with Disabilities: ____ | 3 |
| SEDP 603 SEDP 603. Theories, Assessment and Practices in Literacy Development for Individuals with Exceptionalities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to prepare teacher candidates to instruct and support individuals with exceptionalities in developing necessary skills for lifelong literacy. Teacher candidates will understand literacy development, including emergent literacy skills, and the impact of disabilities and delays on learning and progress in this domain. This course will emphasize assessment as the basis for designing instruction and interventions. A variety of strategies, methods and supports will be discussed, analyzed and applied to address a variety of reading, language and/or communication needs. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Theories, Assessment and Practices in Literacy Development for Individuals with Exceptionalities: ____ | 3 |
| SEDP 607 SEDP 607. Math Methods and Online Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Students will be introduced to current theory and best practices of mathematical instruction from K-12. They will be able to relate their learned knowledge of number and number sense; computation and estimation; measurement and geometry; probability and statistics; and patterns, functions and algebra to their instruction. Students will identify the risk factors associated with mathematics disabilities and learn intervention strategies to address the needs of students with disabilities. | Math Methods and Online Education | 3 |
| SEDP 611 SEDP 611. Secondary Education and Transition Planning. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Explores the literature, research, issues and trends that are relevant to high school-aged students with high incidence disabilities as they prepare for their transition to life after high school. Focus is on providing candidates with the ability to prepare their students and work with their families to promote successful student transitions throughout the educational experience including postsecondary training, employment and independent living that addresses an understanding of long-term planning, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations. The full range of functioning is addressed in the areas of education, employment, social/emotional functioning, personal and daily living issues. | Secondary Education and Transition Planning | 2 |
| SEDP 631 SEDP 631. Behavior Support of Individuals 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 behaviors of young children and students with exceptionalities. Emphasis is on developing, implementing and/or structuring environments and interventions to encourage adaptive behaviors and the social/emotional development of individuals with exceptionalities, and directly teach them to adapt to the expectations of differing environments. Course content focuses on conducting formal and informal assessments of behavior and environments to individualize and implement strategies to support the growth and development of individuals with exceptionalities. This course will help develop a candidate’s ability to examine the behaviors of students with special needs in a variety of settings, including an understanding and application of behavior management techniques and individualized behavioral interventions. Techniques and approaches taught will promote skills that are consistent with developmental milestones and/or standards and rules of a variety of educational environments, and will be diverse based upon developmental, cognitive, behavioral, social and ecological theory and best practice. Candidates will learn to integrate results of assessments to develop long- and shorter-term goals and objectives and integrate these into individualized service and behavior change plans. Focus will also be on how to consult and collaborate with colleagues and families to implement individualized plans across a variety of environments. Candidates will learn to evaluate young children’s and/or students’ behavior and environments, as well as reflect on their own role in contributing to and mitigating challenging behaviors. Candidates will also learn strategies to prevent and/or intervene safely with children who exhibit challenging behavior, as well as to facilitate positive behavior. A
s part of the course requirements, candidates will also complete approved modules in child abuse and neglect recognition and intervention if not already completed. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Behavior Support of Individuals with Disabilities: ____ | 3 |
| SEDP 655 SEDP 655. Practicum A: Special Education in an Elementary Education Environment. 1 Hour.
Semester course; 1 practicum hour. 1 credit. Special education candidates will participate in 30 hours of supervised practicum activities within the public schools at the elementary level. The goal of this course is to provide special education candidates with real-world experience developing, implementing and monitoring progress of special education students within the general education environment. As part of the course, candidates will develop and implement an inclusive Universal Design for Learning unit plan within the academic (reading or mathematics) curriculum. The unit will include ties to the Virginia Standards of Learning, plan for collaboration with general education teachers, five traditional lesson plans, an online lesson, a unit assessment and Individual Education Program using collaboration with parents, general education teachers and the student. Additionally, the special education candidates will reflect on the effectiveness of the unit plan for students with special needs or other at-risk students. This course includes site-based requirements. | Practicum A: Special Education in an Elementary Education Environment | 1 |
| SEDP 656 SEDP 656. Practicum B: Special Education in a Secondary Education Environment. 1 Hour.
Semester course; 1 practicum hour. 1 credit. Special education candidates will participate in 30 hours of supervised practicum activities within the public schools at the secondary level. The goal of this course is to provide special education candidates with real-world experience developing, implementing and monitoring progress of special education students within the general education environment. As part of the course, special education candidates will develop and implement an inclusive Universal Design for Learning unit plan within the academic (reading or mathematics) curriculum. The unit will include ties to the Virginia Standards of Learning, plan for collaboration with general education teachers, five traditional lesson plans, an online lesson, a unit assessment and an Individual Education Program using collaboration with parents, general education teachers and the student. Additionally, the special education candidate will reflect on the effectiveness of the unit plan for students with special needs or other at-risk students. This course includes site-based requirements. | Practicum B: Special Education in a Secondary Education Environment | 1 |
| SEDP 700 SEDP 700. Externship: ____. 1-6 Hours.
Semester course; 1-6 field experience hours. 1-6 credits. The externship experience for M.Ed. candidates requires the study and integration of theory with practice in a clinical setting supervised by an approved professional and university faculty member. This externship includes planned site visits by the university faculty member (at least four of the visits will be observations of the student in a teaching situation). During the semester-long externship, students are in classrooms with a set amount of hours spent supervised by a fully licensed, experienced teacher in direct teaching activities. M.Ed. candidates already teaching on a provisional license can do those field experience hours in their own classrooms, supported by a mentor special educator and the university faculty member. The supervision provided emphasizes effective techniques to use when working with special education and general education teachers, instructional assistants, parents and students with disabilities. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. This course includes site-based requirements. | Externship: ____ | 3 |
| TEDU 561 TEDU 561. Literacy Foundations: Sociological/Psychological Perspectives. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The purpose of this course is to provide a basic understanding of the theories, processes and methodologies of reading instruction. Multidisciplinary, multicultural aspects of reading instruction are stressed. Topics of particular importance to the classroom teacher are emphasized, including reading, writing, listening and speaking, and digital literacies. | Literacy Foundations: Sociological/Psychological Perspectives | 3 |
| Total Hours | 37 | |
The minimum number of graduate credit hours required for this degree is 37.
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.