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.
An associate professor with the School of Education, Dr. LaRon Scott teaches graduate courses (both online and face-to-face) in teaching methods, critical issues in special education, collaboration and universal design for learning. He brings experience of effective online teaching strategies to the school, having completed the Preparing to Teach Online course through the Center for Teaching Excellence at VCU in 2012.
Scott also currently serves as the director of the undergraduate program in special education’s general education track, managing the recruitment, improvement, and support of candidates. He also serves as the director of the state-funded COVE program, an online, graduate-level program that leads to a five-year renewable license with an endorsement in special education general curriculum.
Scott has authored books and manuscripts on improving underrepresented racially diverse teacher educators, personnel preparation programs, universal design for learning and universal design for transition planning for students with disabilities. He has also served as a committee member of the elections board for the Council for Exceptional Children.