LaRon A. Scott, Ed.D.
Associate Professor, Counseling and Special Education
- Ed.D. in administrator leadership for teaching and learning — special education, Walden University
- M.Ed. in special education, Virginia Commonwealth University
- B.S. in criminal justice, Radford University
- Secondary transition for students with disabilities
- Evidence-based practices for transition, including universal design for transition and universal design for learning
- Teacher shortage and attrition: in particular, special education
- Intersection of race and gender on recruitment and retention of special educators
- Teacher preparation: in particular, disproportion and inequities in recruiting and retaining special education teachers
- Recipient, Award of Excellence in 2019, VCU School of Education
- Recipient, Charles P. Ruch Excellence in Teaching Award in 2017, VCU School of Education
- Recipient, Award for Distinguished Teaching in 2014, VCU School of Education
- Awarded $1.2 million grant through Office of Special Education Programs to prepare school counselors to work with secondary students with disabilities during transition to adulthood
- Awarded $2.3 million grant through Office of Special Education Programs to prepare special education doctoral trainees as faculty members with expertise in teacher education preparation
- Awarded $439,000 to develop a Minority Educators Recruitment, Retention, & Equity Center
- Awarded more than $640,000 in grant funding from the Virginia Department of Education for his Transforming COVE Through a Universal Design for Learning Model of Instruction project to train provisionally licensed special education teachers for 21st century classrooms
- Scott, L.A., & Alexander, Q. (2019). Strategies for recruiting and retaining black male special education teachers. Remedial and Special Education, 40(4) 236-247. https://journals.sagepub.com/doi/10.1177/0741932517732636.
- Scott, L.A., Thoma, C.A., Puglia, L., Temple, P.E. (2017). Implementing a UDL Framework: A study of current personnel preparation practices. Intellectual and Developmental Disabilities, 55(1), 25-36. *special issue (acceptance rate=; impact factor 1.630; 5yr impact 2.051)
- Dawson, H., & Scott, L. (2013). Teaching students with disabilities efficacy scale: Development and validation. Inclusion, 1 (3), 181-196.
Dr. LaRon A. Scott is an associate professor of special education, as well as the developer and executive director of the Minority Educator Recruitment, Retention, and Equity Center at Virginia Commonwealth University. His research focuses on the intersections of race and gender in attracting, preparing, and retaining special education teachers. His research also focuses on postsecondary transition experiences for youth of color with an intellectual and developmental disability (IDD). His work has been funded by $6M in grants, and he has published in multiple peer-reviewed journals, written two books, and multiple chapters. He is the co-editor of Inclusion, a peer-reviewed journal that focuses on evidence-based interventions and strategies that promote the full inclusion of people with IDD.