- 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
- Certified by the National Board as an exceptional needs specialist in 2009
- Invited to be a guest lecturer at University of Richmond and Randolph Macon College
- Wetzel, A. P., De Arment, S. T., & Reed, E. (2015). Building teacher candidates’ adaptive expertise: Engaging experienced teachers in prompting reflection. Reflective Practice. Advance online publication. doi: 10.1080/14623943.2015.1064380
- De Arment, S. T., Wetzel, A. P. & Reed, E. (2013). ePortfolios: Promoting special educator adaptive expertise through reflection in a web-based learning community. International Journal of the ePortfolio, 3(2), 149-160.
- 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
A Richmond native, Serra De Arment came to VCU in 2011 to pursue a Ph.D., having taught special education for 10 years in several school systems across Virginia.
Previously a graduate assistant in the Department of Counseling and Special Education, De Arment now serves as a term faculty member and coordinator for Project KSR, where she oversees the execution of a federally-funded grant preparing early intervention and early childhood special education professionals to work in high need communities.
In addition, De Arment co-facilitates the support program for teachers pursuing National Board Certification in the Richmond area through VCU’s Center for Teacher Leadership and the Metropolitan Educational Training Alliance. She is a member of the Council for Exceptional Children and the American Educational Research Association.