Serra T. De Arment, Ph.D.
Assistant Professor, Counseling and Special Education
- Ph.D. in education, concentration in special education and disability policy, Virginia Commonwealth University
- M.T. in special education, University of Virginia
- B.A. in psychology, University of Virginia
Teacher preparation and development in early childhood and K-12 special education, collaborative and inclusive teaching practices, universal design for learning, technology-based enhancements for course delivery in higher education
- VCU School of Education Distinguished Dissertation Award, 2016
- Children's Hospital of Richmond at VCU Spirit of Advocacy Award Recipient, 2015
- Certified by the National Board as an exceptional needs specialist in 2009
Co-PI for Project 3IP: Interdisciplinary and Intensive Intervention Preparation for Professionals Serving Young Children with Significant Disabilities, USDOE OSEP Personnel Preparation, USDOE OSEP Personnel Preparation grant H325K170076 funded October 2017 for $1,090,947.
Xu, Y., De Arment, S.T., Coleman, H.M.*, & Huennekens, M.E. (2018). Teacher scaffolding for reciprocal peer tutoring to promote English learners’ language skills. In P. Snyder & M. Hemmeter (Eds.), Instructional practices: Effective strategies to ensure child development and learning (DEC Recommend Practices Monograph Series No. 4). Washington, DC: Division for Early Childhood.
De Arment, S.T., Xu, Y., & Coleman, H.M.* (2016). Optimizing accessibility through universal design for learning. In T. Catalino & L. Meyer (Eds.), Environment: Promoting meaningful access, participation, and inclusion (DEC Recommended Practices Monograph Series No. 2). Washington, DC: Division for Early Childhood.
- De Arment, S.T., Reed, E., & Wetzel, A.P. (2013). Promoting adaptive expertise: A conceptual framework for special educator preparation. Teacher Education and Special Education, 36(3), 217-230. doi:10.1177/0888406413489578
Building upon 10 years as a special educator, De Arment now prepares early intervention to preschool (birth to 5) and K-12th grade special educators through the master’s program in special education. She is co-principal investigator of Project 3IP, a federally-funded grant for interdisciplinary preparation of early intervention, early childhood special education, and related services professionals. De Arment is also the curriculum coordinator for the special education track of RTR, an intensive teacher residency program in partnership with public schools in the cities of Richmond and Petersburg, as well as in the counties of Chesterfield and Henrico. In addition to preparing the next generation of special educators, De Arment co-facilitates the support program for Richmond area teachers pursuing National Board Certification through VCU’s and the Metropolitan Educational Training Alliance. She is a member of the Council for Exceptional Children and the American Educational Research Association.