About The Program
Passion meets purpose as we prepare future teachers to create inclusive classrooms that cater to all students. Equip yourself with the expertise to empower every student, fostering growth and overcoming challenges together. Embark on a journey where education meets empathy, and every milestone becomes a triumph with our Bachelor of Science in Education, Special Education and Teaching.
Career Paths
- Special education teacher
- Resource teacher
- Behavioral specialist
- Instructional coordinator
- Education consultant
- Early intervention specialist
- Case manager
- Community support worker
- Advocate
- Policy specialist
At a Glance
Degree Earned
Bachelor of Science in Education (B.S.Ed.)
Credits: 120
Application Deadlines
November 1: scholarship consideration
January 16: first-year students
March 15: transfer students
First-year students
As of April 16, 2025, VCU is currently accepting applications for first-year students entering Fall 2025. Apply and check for updates here.
International students
Undergraduate international first-year and transfer students, apply and check for updates here.
VCU enrolled undergraduates
Declare or change your major.
Program Entry / Delivery Mode
Fall or spring
In-person
Estimated Completion Time
Full-time (at least 12 credits): average completion in 4 years for first year students; 2 years for transfer students
Part-time (11 credits or less): average completion in 4-6 years for first year or transfer students
Our program meets initial licensure requirements in Virginia.
Special requirements
- Students must successfully complete all initial licensure milestone requirements. Those not able to complete the requirements may pursue the non-licensure option.
Degree requirements for Special Education and Teaching, Bachelor of Science in Education (B.S.Ed.)
Licensure option
| Course | Title | Hours |
|---|---|---|
| General education | ||
| Select 30 credits of general education courses in consultation with an adviser. | 30 | |
| Major requirements | ||
| • Major core requirements | ||
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| SEDP 203 SEDP 203. Special Education and Disability Law. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an overview of historical and current federal and state litigation and legislation related to children and students with disabilities (e.g., Rehabilitation Act of 1973: Section 504 and the Americans with Disabilities Act). Students will gain understanding of the key provisions of the Individuals with Disabilities Education Improvement Act. This course will include discussion of advocacy and ethical obligations of professionals working with individuals with disabilities. | Special Education and Disability Law | 3 |
| SEDP 216 SEDP 216. Family-Professional Partnerships. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to increase the knowledge, skills and dispositions that are important for collaborating and communicating effectively with families of children with disabilities from birth through age 22. During this course, students will explore the dimensions of family-centered services and person-centered planning, as well as the familial, ecological and cultural factors affecting children with disabilities and their caregivers. Students will learn about theory, general principles and procedures for fostering collaborative partnerships among families, professionals and other stakeholders that lead to outcomes of individual and mutual empowerment. This course will also emphasize understanding the role and responsibilities of community agencies and providers, as well as how understanding the role of members of the collaborative team can impact families. | Family-Professional Partnerships | 3 |
| SEDP 282 SEDP 282. Multicultural Perspectives and Disability. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to enhance cultural competence in diverse community agencies, classrooms and schools. Discussions center around the impact of race, ethnicity, dis/ability, socioeconomic status, linguistic abilities, gender and sexual orientation on access to services and systems. Students will explore the impact of systemic “isms” on narratives about and interaction with children and youth with disabilities, particularly those from minoritized backgrounds. Students will reflect on how attitudes and biases impact their interactions with individuals with disabilities and from cultural identities different from their own. | Multicultural Perspectives and Disability | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| SEDP 402 SEDP 402. Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide students with foundational ideas and concepts regarding the selection and use of assistive technology and augmentative and alternative communication for infants, toddlers, children and young adults with disabilities. Students will recognize and plan for the uses of technology that will aid children and young adults to access and navigate their environment. This course emphasizes the selection and use of AT and AAC in early intervention and general and special education settings for students across the continuum of disability. | Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology | 3 |
| SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| • Additional major requirements | ||
| SEDP 201 SEDP 201. Foundations of Teaching Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides students with the foundations of curriculum and instructional planning for special education. Students will gain the skills to understand and implement learning principles and teaching pedagogy to deliver instruction to students with disabilities in varied educational settings and in a way that reflects culturally responsive curriculum and pedagogy. Students will develop a framework of evidence-based instructional strategies aimed at aligning learning goals, objectives, instructional materials, activities and assessment for children in grades K-12. | Foundations of Teaching Special Education | 3 |
| SEDP 311 SEDP 311. Transition Planning for Students with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course explores the literature, research, issues and trends that are relevant to children and youth with high-incidence disabilities as they transition throughout their educational experience and prepare for life after high school. Candidates will learn how to work with students and families to promote successful transitions, including considerations of post-secondary training, employment and independent living. Course content includes issues related to long-term planning, transition assessments, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations. | Transition Planning for Students with Disabilities | 3 |
| SEDP 315 SEDP 315. Classroom Management and Behavior Support for Students 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 behavior of students with disabilities. The course focuses on development, implementation and evaluation of behavior management programs, functional assessment, positive behavioral supports and related classroom strategies. Students will also learn about school crisis management and safety plans, restorative justice, and individualized behavioral interventions. This course emphasizes an approach to behavior support that is culturally responsive and asset-based for students from diverse backgrounds and with intersectional identities. Students will reflect on their own identities, biases and assumptions, as well as their personal role in mitigating behavior problems. | Classroom Management and Behavior Support for Students With Disabilities | 3 |
| SEDP 378 SEDP 378. Teaching Math to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course focuses on effective mathematics instruction for students with disabilities. Students will gain familiarity with the Virginia Mathematics Standards of Learning and learn principles related to selection of appropriate mathematics curricula and instructional methodologies. Concepts include development of number sense, principles of equitable mathematics instruction, Universal Design for Learning in mathematics, evidence-based practices and strategies for making general education mathematics classrooms and curricula accessible for students with disabilities. | Teaching Math to Students With Disabilities | 3 |
| SEDP 379 SEDP 379. Assessment in Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course covers all aspects of assessment for students with disabilities. Students will learn about the foundations of strong, effective assessment, including instrument selection and measurement terminology. They will learn how assessment relates to eligibility and provision of special education services, explore factors that can influence assessment results and interpretations, and gain practice administering and interpreting commonly-used assessments. | Assessment in Special Education | 3 |
| SEDP 380 SEDP 380. Teaching Reading to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide a foundation of literacy instruction for students with disabilities. Students will learn about theories of literacy and literacy development, the components of literacy, and evidence-based instructional practices, with a focus on the foundations of reading. Students will gain familiarity with the Virginia Standards of Learning for Reading and Writing and practice strategies for making general curriculum literacy instruction accessible for students with disabilities, including students with dyslexia. | Teaching Reading to Students With Disabilities | 3 |
| SEDP 389 SEDP 389. Developing Individualized Education Programs. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: SEDP 203 and SEDP 379. This course is designed to provide educational personnel with knowledge of the legal regulatory requirements for Individualized Education Program development, including timelines and team member responsibilities. Students will gain skills for collaborating with students, families and other professionals in creating culturally responsive IEPs that are truly individualized and meet all legal requirements. They will learn to lead IEP teams in making evidence-based decisions about student progress, accommodations, placement, teaching methods and transition. Students will also complete hands-on IEP writing experiences that will address academic and functional needs of students with disabilities. They will also learn best practices in case management, including implementing and monitoring IEPs throughout the school year. Students will reflect on ethical decision-making with regard to balancing students’ needs and regulatory compliance. | Developing Individualized Education Programs | 3 |
| SEDP 404 SEDP 404. Methods in Teaching Science and Social Studies for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course emphasizes understanding and application of strategies to create inclusive environments in science and social studies general education classes. Candidates will gain familiarity with current Virginia Standards of Learning in K-12 science and social studies as well as instructional guidelines from national science and social studies organizations. They will also learn how to apply principles of Universal Design for Learning, culturally sustaining practice, asset-based pedagogy and evidence-based practices for students with disabilities within the context of science and social studies curriculum and practice. | Methods in Teaching Science and Social Studies for Students With Disabilities | 3 |
| SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | 1 |
| SEDP 460 SEDP 460. Specialized Reading and Writing Interventions for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 380. This course focuses on intensive, specially designed literacy instruction for students with disabilities, including progress monitoring and data-based decision-making. Students will learn about and practice skills related to literacy assessment, research-based reading curricula and evidence-based strategies for intensifying literacy instruction. | Specialized Reading and Writing Interventions for Students With Disabilities | 3 |
| SEDP 461 SEDP 461. Specialized Math Interventions for Students With High Incidence Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 378. This course focuses on design and implementation of specially designed interventions for students with high incidence disabilities who may need additional instruction beyond their core mathematics class. Core concepts include principles of effective mathematics intervention, assessment, goal-setting, progress monitoring and data-based decision-making. | Specialized Math Interventions for Students With High Incidence Disabilities | 3 |
| TEDU 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| • Field-based learning and student teaching requirements | ||
| SEDP 250 SEDP 250. Special Education Elementary Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Corequisite: SEDP 379. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in elementary classroom settings. Assignments will emphasize principles of effective assessment in practice. | Special Education Elementary Supervision | 2 |
| SEDP 350 SEDP 350. Special Education Middle School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 250. Corequisite: SEDP 460. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in a middle school classroom. Assignments will emphasize practical applications of evidence-based literacy assessment and instruction. | Special Education Middle School Supervision | 2 |
| SEDP 450 SEDP 450. Special Education High School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 350. Corequisite: SEDP 405. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences within high school classroom settings that serve students with disabilities. Assignments and experiences will emphasize professional collaborations and communication. | Special Education High School Supervision | 2 |
| SEDP 499 SEDP 499. Student Teaching. 9 Hours.
Semester course; 2 lecture and 7 field experience hours (delivered online, face-to-face or hybrid). 9 credits. Prerequisite: SEDP 450. The goal of this course is to provide special education student teachers a challenging, relevant and rewarding experience, which will allow them to acquire professional competence. Student teachers will apply knowledge gained through their course work, assume the various responsibilities of a classroom teacher, plan instruction and learning experiences that recognize students’ individual needs, organize and manage the classroom environment to maximize learning, use assessment data to guide instructional decisions, and practice being a critically reflective teacher. | Student Teaching | 9 |
| Open electives | ||
| Select any course. | 15 | |
| Total Hours | 120 | |
The minimum number of credit hours required for this degree is 120.
Non-licensure option
| Course | Title | Hours |
|---|---|---|
| General education | ||
| Select 30 credits of general education courses in consultation with an adviser. | 30 | |
| Major requirements | ||
| • Major core requirements | ||
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| SEDP 203 SEDP 203. Special Education and Disability Law. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an overview of historical and current federal and state litigation and legislation related to children and students with disabilities (e.g., Rehabilitation Act of 1973: Section 504 and the Americans with Disabilities Act). Students will gain understanding of the key provisions of the Individuals with Disabilities Education Improvement Act. This course will include discussion of advocacy and ethical obligations of professionals working with individuals with disabilities. | Special Education and Disability Law | 3 |
| SEDP 216 SEDP 216. Family-Professional Partnerships. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to increase the knowledge, skills and dispositions that are important for collaborating and communicating effectively with families of children with disabilities from birth through age 22. During this course, students will explore the dimensions of family-centered services and person-centered planning, as well as the familial, ecological and cultural factors affecting children with disabilities and their caregivers. Students will learn about theory, general principles and procedures for fostering collaborative partnerships among families, professionals and other stakeholders that lead to outcomes of individual and mutual empowerment. This course will also emphasize understanding the role and responsibilities of community agencies and providers, as well as how understanding the role of members of the collaborative team can impact families. | Family-Professional Partnerships | 3 |
| SEDP 282 SEDP 282. Multicultural Perspectives and Disability. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to enhance cultural competence in diverse community agencies, classrooms and schools. Discussions center around the impact of race, ethnicity, dis/ability, socioeconomic status, linguistic abilities, gender and sexual orientation on access to services and systems. Students will explore the impact of systemic “isms” on narratives about and interaction with children and youth with disabilities, particularly those from minoritized backgrounds. Students will reflect on how attitudes and biases impact their interactions with individuals with disabilities and from cultural identities different from their own. | Multicultural Perspectives and Disability | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| SEDP 402 SEDP 402. Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide students with foundational ideas and concepts regarding the selection and use of assistive technology and augmentative and alternative communication for infants, toddlers, children and young adults with disabilities. Students will recognize and plan for the uses of technology that will aid children and young adults to access and navigate their environment. This course emphasizes the selection and use of AT and AAC in early intervention and general and special education settings for students across the continuum of disability. | Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology | 3 |
| SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| • Additional major requirements | ||
| SEDP 201 SEDP 201. Foundations of Teaching Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides students with the foundations of curriculum and instructional planning for special education. Students will gain the skills to understand and implement learning principles and teaching pedagogy to deliver instruction to students with disabilities in varied educational settings and in a way that reflects culturally responsive curriculum and pedagogy. Students will develop a framework of evidence-based instructional strategies aimed at aligning learning goals, objectives, instructional materials, activities and assessment for children in grades K-12. | Foundations of Teaching Special Education | 3 |
| SEDP 311 SEDP 311. Transition Planning for Students with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course explores the literature, research, issues and trends that are relevant to children and youth with high-incidence disabilities as they transition throughout their educational experience and prepare for life after high school. Candidates will learn how to work with students and families to promote successful transitions, including considerations of post-secondary training, employment and independent living. Course content includes issues related to long-term planning, transition assessments, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations. | Transition Planning for Students with Disabilities | 3 |
| SEDP 315 SEDP 315. Classroom Management and Behavior Support for Students 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 behavior of students with disabilities. The course focuses on development, implementation and evaluation of behavior management programs, functional assessment, positive behavioral supports and related classroom strategies. Students will also learn about school crisis management and safety plans, restorative justice, and individualized behavioral interventions. This course emphasizes an approach to behavior support that is culturally responsive and asset-based for students from diverse backgrounds and with intersectional identities. Students will reflect on their own identities, biases and assumptions, as well as their personal role in mitigating behavior problems. | Classroom Management and Behavior Support for Students With Disabilities | 3 |
| SEDP 378 SEDP 378. Teaching Math to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course focuses on effective mathematics instruction for students with disabilities. Students will gain familiarity with the Virginia Mathematics Standards of Learning and learn principles related to selection of appropriate mathematics curricula and instructional methodologies. Concepts include development of number sense, principles of equitable mathematics instruction, Universal Design for Learning in mathematics, evidence-based practices and strategies for making general education mathematics classrooms and curricula accessible for students with disabilities. | Teaching Math to Students With Disabilities | 3 |
| SEDP 379 SEDP 379. Assessment in Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course covers all aspects of assessment for students with disabilities. Students will learn about the foundations of strong, effective assessment, including instrument selection and measurement terminology. They will learn how assessment relates to eligibility and provision of special education services, explore factors that can influence assessment results and interpretations, and gain practice administering and interpreting commonly-used assessments. | Assessment in Special Education | 3 |
| SEDP 380 SEDP 380. Teaching Reading to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide a foundation of literacy instruction for students with disabilities. Students will learn about theories of literacy and literacy development, the components of literacy, and evidence-based instructional practices, with a focus on the foundations of reading. Students will gain familiarity with the Virginia Standards of Learning for Reading and Writing and practice strategies for making general curriculum literacy instruction accessible for students with disabilities, including students with dyslexia. | Teaching Reading to Students With Disabilities | 3 |
| SEDP 389 SEDP 389. Developing Individualized Education Programs. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: SEDP 203 and SEDP 379. This course is designed to provide educational personnel with knowledge of the legal regulatory requirements for Individualized Education Program development, including timelines and team member responsibilities. Students will gain skills for collaborating with students, families and other professionals in creating culturally responsive IEPs that are truly individualized and meet all legal requirements. They will learn to lead IEP teams in making evidence-based decisions about student progress, accommodations, placement, teaching methods and transition. Students will also complete hands-on IEP writing experiences that will address academic and functional needs of students with disabilities. They will also learn best practices in case management, including implementing and monitoring IEPs throughout the school year. Students will reflect on ethical decision-making with regard to balancing students’ needs and regulatory compliance. | Developing Individualized Education Programs | 3 |
| SEDP 404 SEDP 404. Methods in Teaching Science and Social Studies for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course emphasizes understanding and application of strategies to create inclusive environments in science and social studies general education classes. Candidates will gain familiarity with current Virginia Standards of Learning in K-12 science and social studies as well as instructional guidelines from national science and social studies organizations. They will also learn how to apply principles of Universal Design for Learning, culturally sustaining practice, asset-based pedagogy and evidence-based practices for students with disabilities within the context of science and social studies curriculum and practice. | Methods in Teaching Science and Social Studies for Students With Disabilities | 3 |
| SEDP 415 SEDP 415. Action Research in Education and Special Education: Capstone Project. 6 Hours.
Semester course; 6 independent study hours. 6 credits. Enrollment is restricted to seniors with a minimum of 90 credits. The course will prepare students to be reflective practitioners by connecting theory, research and practice through practice-based field work and action research. The course will consist of components that promote a student's capacity for building practical skills and knowledge and ability to conduct applied research related to their future career goals in a disability-related field. | Action Research in Education and Special Education: Capstone Project | 6 |
| SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | 1 |
| SEDP 460 SEDP 460. Specialized Reading and Writing Interventions for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 380. This course focuses on intensive, specially designed literacy instruction for students with disabilities, including progress monitoring and data-based decision-making. Students will learn about and practice skills related to literacy assessment, research-based reading curricula and evidence-based strategies for intensifying literacy instruction. | Specialized Reading and Writing Interventions for Students With Disabilities | 3 |
| SEDP 461 SEDP 461. Specialized Math Interventions for Students With High Incidence Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 378. This course focuses on design and implementation of specially designed interventions for students with high incidence disabilities who may need additional instruction beyond their core mathematics class. Core concepts include principles of effective mathematics intervention, assessment, goal-setting, progress monitoring and data-based decision-making. | Specialized Math Interventions for Students With High Incidence Disabilities | 3 |
| TEDU 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| • Field-based learning requirements | ||
| SEDP 250 SEDP 250. Special Education Elementary Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Corequisite: SEDP 379. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in elementary classroom settings. Assignments will emphasize principles of effective assessment in practice. | Special Education Elementary Supervision | 2 |
| SEDP 350 SEDP 350. Special Education Middle School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 250. Corequisite: SEDP 460. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in a middle school classroom. Assignments will emphasize practical applications of evidence-based literacy assessment and instruction. | Special Education Middle School Supervision | 2 |
| SEDP 450 SEDP 450. Special Education High School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 350. Corequisite: SEDP 405. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences within high school classroom settings that serve students with disabilities. Assignments and experiences will emphasize professional collaborations and communication. | Special Education High School Supervision | 2 |
| Restricted electives | ||
| Select three credits from the list below, in consultation with an adviser.. | 3 | |
ADLT 301 ADLT 301. Adult Learning Theory and Practice. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an overview of learning and development in adulthood, beginning with the historical development of the field and its philosophical underpinnings. Concepts, models, theories and research in the field of adult learning will be addressed, with an emphasis on practical application of adult learning principles. The psychological and social aspects of adult learning are also addressed, as well as the effects of age on learning and motivations for learning. | Adult Learning Theory and Practice | |
ADLT 302 ADLT 302. Basics of Instructional Design for Adult Learners. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Instructional design has been described as the process used to design, implement and evaluate learning solutions for adults. This course provides an overview of the instructional design process, including how to assess the needs of an organization, build a learning product that relates to the identified needs and how to evaluate how well the learning solution addresses those needs. Modern instructional design models and frameworks will be discussed, with an emphasis on practical application. This course will be especially helpful for those that work, or plan to work, to support and improve the learning in their organizations. | Basics of Instructional Design for Adult Learners | |
CLED 405 CLED 405. A Survey of Career Counseling. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides a broad overview of career counseling. Focus will be on current issues and problems facing individuals as they choose and manage careers during the lifespan. Students will also be introduced to the major career theories including how values, diversity, skills and interests shape career choices and development. | A Survey of Career Counseling | |
CLED 440 CLED 440. Family Dynamics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course provides a study of the family as a system and an introduction to a variety of issues confronting the family, including child abuse, partner interpersonal violence and others that produce more than usual stress in the family. Available community resources for helping families will be examined. | Family Dynamics | |
ECSE 301 ECSE 301. Developmental Assessment for Young Children. 3 Hours.
Semester course; 3 lecture hours. 3 credits. The purpose of this course is to equip early childhood professionals with strong foundational knowledge and application skills in screening and assessment of young children birth through age 8 in inclusive settings. The focus of the course is to introduce formal and informal developmental assessment through a variety of formats and approaches. Students will also learn structured and unstructured observations of young children with or without disabilities in inclusive settings. Survey, review and critique of standardized and non-standardized tests as well as the use of test data in planning instruction will be covered. This course provides experiences to increase awareness of, and knowledge about, a variety of assessment procedures appropriate for use with children birth through age 8. Students completing the course will be prepared to make professional decisions regarding the screening, assessment and ongoing evaluation of typically developing children and children with or at risk for disabilities. | Developmental Assessment for Young Children | |
ECSE 302 ECSE 302. Early Intervention for Infants and Toddlers With Disabilities. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ECSE 201. Enrollment is restricted to students with a minimum of 30 hours (sophomore, junior or senior standing). This infant-toddler early intervention class focuses on the provision of family-centered services as discussed in Part C of the Individuals with Disabilities Education Act. Students learn various relationship-based approaches for providing services that support the development of very young children with disabilities and their families. | Early Intervention for Infants and Toddlers With Disabilities | |
ECSE 304 ECSE 304. Communication and Language Development in Early Childhood. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Enrollment is restricted to students with a minimum of 30 hours (sophomore, junior or senior standing). This course emphasizes how children learn to communicate and how to facilitate communication development. The course includes examination of language development, language differences and disorders, language facilitation, and relationship of language to literacy. Course content and assignments include information about evidence-based practices and promote critical reflection and problem-solving skills. | Communication and Language Development in Early Childhood | |
ECSE 401 ECSE 401. Medical Aspects of Early Childhood Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Enrollment is restricted to students with a minimum of 60 credit hours (junior or senior standing). The course focuses on the nature and characteristics of major disabling and at-risk conditions for infants and young children. Emphasis is given to the medical aspects of young children with disabilities and the management of neurodevelopmental and motor disabilities. Specific strategies for positioning and handling, facilitating movement and developing self-care skills are provided. Review of adaptive equipment and its safe use, and selection and implementation of appropriate assistive technology will be covered. | Medical Aspects of Early Childhood Special Education | |
ECSE 410 ECSE 410. Play-based Instruction for Inclusive Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Registration requires permission of the instructor. This course is designed to introduce students to the sources, concepts, theory and integrated approaches to play-based instruction for young children with or without disabilities from diverse backgrounds, and including school, home and community settings. Young children’s development and learning are viewed as integral components of play. Various approaches to formal and informal play will be addressed through a hybrid format of course delivery that includes face-to-face lectures, online discussions and reflections, onsite observations, and case-based inquiries. This course particularly values the critical role of families in child development, therefore emphasizing family involvement in play-based instructions across all settings. | Play-based Instruction for Inclusive Settings | |
IDDS 200 IDDS 200. Disability History and Culture. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course provides an interdisciplinary exploration of disability within American society and internationally throughout history. It examines how disability studies, as a field of study, views disability as a social, political, historical and cultural phenomenon. The class examines cultural attitudes about disability and how they influence policies that are designed to address disability. | Disability History and Culture | |
IDDS 201 IDDS 201. Disability, Diversity and Human Rights. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is an exploration of diverse populations and the variety of ways in which people learn and identify themselves, and how they interact with and connect with the world at large. Includes intersections between disability rights and human rights by examining legal and social contexts of disability law in the United States and around the world. | Disability, Diversity and Human Rights | |
TEDU 411 TEDU 411. Integrating the Arts in Curriculum for Young Children. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid), 2 credits. Provides pre-service teachers with an understanding of how experiences in visual art, music, drama and movement can be used to support the growth and development of children in Pre-K through grade six. Students will learn of the importance of all of the arts for children's cognitive, socio-emotional and psychomotor development. Emphasis will be given to integrating developmentally appropriate experiences in the arts into the early childhood and elementary curricula. | Integrating the Arts in Curriculum for Young Children | |
TEDU 483 TEDU 483. Second Language Acquisition: Concepts, Curriculum and Assessment. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course is designed as an introduction to the processes of second language acquisition, with a focus on SLA theories and concepts and how they apply in classroom settings. The course addresses the application of SLA theories, principles and current research to the use of curriculum and assessment. In-depth analysis of readings will enhance the students’ understanding of SLA and the research related to this field. Students examine videos of classroom teaching, analyzing the application of SLA theories utilized in various instructional settings. | Second Language Acquisition: Concepts, Curriculum and Assessment | |
| Open electives | ||
| Select any course. | 15 | |
| Total Hours | 120 | |
The minimum number of credit hours required for this degree is 120.
Students who complete the above requirements will receive a Bachelor of Science in Education in Special Education and Teaching.
What follows is a sample plan that meets the prescribed requirements within a four-year course of study at VCU. Please contact your adviser before beginning course work toward a degree.
Recommended course sequence/plan of study
Licensure option
| Freshman year | ||
|---|---|---|
| Fall semester | Hours | |
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| UNIV 111 UNIV 111. Focused Inquiry I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Utilizes contemporary themes to give students opportunities and practice in writing, critical thinking, oral presentation, collaborative learning, information retrieval and evaluation, and social and civic responsibilities. Incorporates common reading materials and course activities across all sections.  Play course video for Introduction to Focused Inquiry: Investigation and Communication | Introduction to Focused Inquiry: Investigation and Communication (satisfies general education UNIV foundations) | 3 |
| General education course (select quantitative foundations) | 3 | |
| General education course | 3 | |
| Term Hours: | 12 | |
| Spring semester | ||
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| UNIV 112 UNIV 112. Focused Inquiry II. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 111 or equivalent. Builds on skills introduced in UNIV 111 by providing practice in expository essays, argument and contextual analysis. Focuses on practice in writing in a variety of genres, framing writing according to both purpose and audience and identifying academically valid sources. Students must earn a minimum grade of C to receive credit for this course. Play course video for Focused Inquiry II | Focused Inquiry II (satisfies general education UNIV foundations) | 3 |
| General education course | 3 | |
| General education course | 3 | |
| Term Hours: | 15 | |
| Sophomore year | ||
| Fall semester | ||
| SEDP 216 SEDP 216. Family-Professional Partnerships. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to increase the knowledge, skills and dispositions that are important for collaborating and communicating effectively with families of children with disabilities from birth through age 22. During this course, students will explore the dimensions of family-centered services and person-centered planning, as well as the familial, ecological and cultural factors affecting children with disabilities and their caregivers. Students will learn about theory, general principles and procedures for fostering collaborative partnerships among families, professionals and other stakeholders that lead to outcomes of individual and mutual empowerment. This course will also emphasize understanding the role and responsibilities of community agencies and providers, as well as how understanding the role of members of the collaborative team can impact families. | Family-Professional Partnerships | 3 |
| SEDP 282 SEDP 282. Multicultural Perspectives and Disability. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to enhance cultural competence in diverse community agencies, classrooms and schools. Discussions center around the impact of race, ethnicity, dis/ability, socioeconomic status, linguistic abilities, gender and sexual orientation on access to services and systems. Students will explore the impact of systemic “isms” on narratives about and interaction with children and youth with disabilities, particularly those from minoritized backgrounds. Students will reflect on how attitudes and biases impact their interactions with individuals with disabilities and from cultural identities different from their own. | Multicultural Perspectives and Disability | 3 |
| UNIV 200 UNIV 200. Advanced Focused Inquiry: Literacies, Research and Communication. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 112 or HONR 250 with a minimum grade of C. Asks students to consider real-world applications of writing and research. Students will develop critical analysis, inquiry-based research skills, communication of argument and research across media. Work represents the culmination of foundational ConnectED competencies developed in UNIV 111 and UNIV 112. Students must earn a minimum grade of C to receive credit for this course. | Advanced Focused Inquiry: Literacies, Research and Communication (satisfies general education UNIV foundations) | 3 |
| General education course | 3 | |
| General education course | 3 | |
| Term Hours: | 15 | |
| Spring semester | ||
| 2.8 GPA required for admission to teacher preparation | ||
| SEDP 201 SEDP 201. Foundations of Teaching Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides students with the foundations of curriculum and instructional planning for special education. Students will gain the skills to understand and implement learning principles and teaching pedagogy to deliver instruction to students with disabilities in varied educational settings and in a way that reflects culturally responsive curriculum and pedagogy. Students will develop a framework of evidence-based instructional strategies aimed at aligning learning goals, objectives, instructional materials, activities and assessment for children in grades K-12. | Foundations of Teaching Special Education | 3 |
| SEDP 203 SEDP 203. Special Education and Disability Law. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an overview of historical and current federal and state litigation and legislation related to children and students with disabilities (e.g., Rehabilitation Act of 1973: Section 504 and the Americans with Disabilities Act). Students will gain understanding of the key provisions of the Individuals with Disabilities Education Improvement Act. This course will include discussion of advocacy and ethical obligations of professionals working with individuals with disabilities. | Special Education and Disability Law | 3 |
| General education course | 3 | |
| Open elective | 3 | |
| Open elective | 3 | |
| Term Hours: | 15 | |
| Junior year | ||
| Fall semester | ||
| SEDP 250 SEDP 250. Special Education Elementary Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Corequisite: SEDP 379. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in elementary classroom settings. Assignments will emphasize principles of effective assessment in practice. | Special Education Elementary Supervision | 2 |
| SEDP 378 SEDP 378. Teaching Math to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course focuses on effective mathematics instruction for students with disabilities. Students will gain familiarity with the Virginia Mathematics Standards of Learning and learn principles related to selection of appropriate mathematics curricula and instructional methodologies. Concepts include development of number sense, principles of equitable mathematics instruction, Universal Design for Learning in mathematics, evidence-based practices and strategies for making general education mathematics classrooms and curricula accessible for students with disabilities. | Teaching Math to Students With Disabilities | 3 |
| SEDP 379 SEDP 379. Assessment in Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course covers all aspects of assessment for students with disabilities. Students will learn about the foundations of strong, effective assessment, including instrument selection and measurement terminology. They will learn how assessment relates to eligibility and provision of special education services, explore factors that can influence assessment results and interpretations, and gain practice administering and interpreting commonly-used assessments. | Assessment in Special Education | 3 |
| SEDP 380 SEDP 380. Teaching Reading to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide a foundation of literacy instruction for students with disabilities. Students will learn about theories of literacy and literacy development, the components of literacy, and evidence-based instructional practices, with a focus on the foundations of reading. Students will gain familiarity with the Virginia Standards of Learning for Reading and Writing and practice strategies for making general curriculum literacy instruction accessible for students with disabilities, including students with dyslexia. | Teaching Reading to Students With Disabilities | 3 |
| TEDU 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Spring semester | ||
| 3.0 GPA required for admission to clinical internship | ||
| SEDP 315 SEDP 315. Classroom Management and Behavior Support for Students 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 behavior of students with disabilities. The course focuses on development, implementation and evaluation of behavior management programs, functional assessment, positive behavioral supports and related classroom strategies. Students will also learn about school crisis management and safety plans, restorative justice, and individualized behavioral interventions. This course emphasizes an approach to behavior support that is culturally responsive and asset-based for students from diverse backgrounds and with intersectional identities. Students will reflect on their own identities, biases and assumptions, as well as their personal role in mitigating behavior problems. | Classroom Management and Behavior Support for Students With Disabilities | 3 |
| SEDP 350 SEDP 350. Special Education Middle School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 250. Corequisite: SEDP 460. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in a middle school classroom. Assignments will emphasize practical applications of evidence-based literacy assessment and instruction. | Special Education Middle School Supervision | 2 |
| SEDP 402 SEDP 402. Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide students with foundational ideas and concepts regarding the selection and use of assistive technology and augmentative and alternative communication for infants, toddlers, children and young adults with disabilities. Students will recognize and plan for the uses of technology that will aid children and young adults to access and navigate their environment. This course emphasizes the selection and use of AT and AAC in early intervention and general and special education settings for students across the continuum of disability. | Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology | 3 |
| SEDP 460 SEDP 460. Specialized Reading and Writing Interventions for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 380. This course focuses on intensive, specially designed literacy instruction for students with disabilities, including progress monitoring and data-based decision-making. Students will learn about and practice skills related to literacy assessment, research-based reading curricula and evidence-based strategies for intensifying literacy instruction. | Specialized Reading and Writing Interventions for Students With Disabilities | 3 |
| SEDP 461 SEDP 461. Specialized Math Interventions for Students With High Incidence Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 378. This course focuses on design and implementation of specially designed interventions for students with high incidence disabilities who may need additional instruction beyond their core mathematics class. Core concepts include principles of effective mathematics intervention, assessment, goal-setting, progress monitoring and data-based decision-making. | Specialized Math Interventions for Students With High Incidence Disabilities | 3 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Senior year | ||
| Fall semester | ||
| SEDP 311 SEDP 311. Transition Planning for Students with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course explores the literature, research, issues and trends that are relevant to children and youth with high-incidence disabilities as they transition throughout their educational experience and prepare for life after high school. Candidates will learn how to work with students and families to promote successful transitions, including considerations of post-secondary training, employment and independent living. Course content includes issues related to long-term planning, transition assessments, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations. | Transition Planning for Students with Disabilities | 3 |
| SEDP 389 SEDP 389. Developing Individualized Education Programs. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: SEDP 203 and SEDP 379. This course is designed to provide educational personnel with knowledge of the legal regulatory requirements for Individualized Education Program development, including timelines and team member responsibilities. Students will gain skills for collaborating with students, families and other professionals in creating culturally responsive IEPs that are truly individualized and meet all legal requirements. They will learn to lead IEP teams in making evidence-based decisions about student progress, accommodations, placement, teaching methods and transition. Students will also complete hands-on IEP writing experiences that will address academic and functional needs of students with disabilities. They will also learn best practices in case management, including implementing and monitoring IEPs throughout the school year. Students will reflect on ethical decision-making with regard to balancing students’ needs and regulatory compliance. | Developing Individualized Education Programs | 3 |
| SEDP 404 SEDP 404. Methods in Teaching Science and Social Studies for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course emphasizes understanding and application of strategies to create inclusive environments in science and social studies general education classes. Candidates will gain familiarity with current Virginia Standards of Learning in K-12 science and social studies as well as instructional guidelines from national science and social studies organizations. They will also learn how to apply principles of Universal Design for Learning, culturally sustaining practice, asset-based pedagogy and evidence-based practices for students with disabilities within the context of science and social studies curriculum and practice. | Methods in Teaching Science and Social Studies for Students With Disabilities | 3 |
| SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| SEDP 450 SEDP 450. Special Education High School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 350. Corequisite: SEDP 405. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences within high school classroom settings that serve students with disabilities. Assignments and experiences will emphasize professional collaborations and communication. | Special Education High School Supervision | 2 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Spring semester | ||
| SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | 1 |
| SEDP 499 SEDP 499. Student Teaching. 9 Hours.
Semester course; 2 lecture and 7 field experience hours (delivered online, face-to-face or hybrid). 9 credits. Prerequisite: SEDP 450. The goal of this course is to provide special education student teachers a challenging, relevant and rewarding experience, which will allow them to acquire professional competence. Student teachers will apply knowledge gained through their course work, assume the various responsibilities of a classroom teacher, plan instruction and learning experiences that recognize students’ individual needs, organize and manage the classroom environment to maximize learning, use assessment data to guide instructional decisions, and practice being a critically reflective teacher. | Student Teaching | 9 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| Term Hours: | 12 | |
| Total Hours: | 120 | |
The minimum number of credit hours required for this degree is 120.
Non-licensure option
| Freshman year | ||
|---|---|---|
| Fall semester | Hours | |
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| UNIV 111 UNIV 111. Focused Inquiry I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Utilizes contemporary themes to give students opportunities and practice in writing, critical thinking, oral presentation, collaborative learning, information retrieval and evaluation, and social and civic responsibilities. Incorporates common reading materials and course activities across all sections. Play course video for Introduction to Focused Inquiry: Investigation and Communication | Introduction to Focused Inquiry: Investigation and Communication (satisfies general education UNIV foundations) | 3 |
| General education course (select quantitative foundations) | 3 | |
| General education course | 3 | |
| Term Hours: | 12 | |
| Spring semester | ||
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| UNIV 112 UNIV 112. Focused Inquiry II. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 111 or equivalent. Builds on skills introduced in UNIV 111 by providing practice in expository essays, argument and contextual analysis. Focuses on practice in writing in a variety of genres, framing writing according to both purpose and audience and identifying academically valid sources. Students must earn a minimum grade of C to receive credit for this course. Play course video for Focused Inquiry II | Focused Inquiry II (satisfies general education UNIV foundations) | 3 |
| General education course | 3 | |
| General education course | 3 | |
| Term Hours: | 15 | |
| Sophomore year | ||
| Fall semester | ||
| SEDP 216 SEDP 216. Family-Professional Partnerships. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to increase the knowledge, skills and dispositions that are important for collaborating and communicating effectively with families of children with disabilities from birth through age 22. During this course, students will explore the dimensions of family-centered services and person-centered planning, as well as the familial, ecological and cultural factors affecting children with disabilities and their caregivers. Students will learn about theory, general principles and procedures for fostering collaborative partnerships among families, professionals and other stakeholders that lead to outcomes of individual and mutual empowerment. This course will also emphasize understanding the role and responsibilities of community agencies and providers, as well as how understanding the role of members of the collaborative team can impact families. | Family-Professional Partnerships | 3 |
| SEDP 282 SEDP 282. Multicultural Perspectives and Disability. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to enhance cultural competence in diverse community agencies, classrooms and schools. Discussions center around the impact of race, ethnicity, dis/ability, socioeconomic status, linguistic abilities, gender and sexual orientation on access to services and systems. Students will explore the impact of systemic “isms” on narratives about and interaction with children and youth with disabilities, particularly those from minoritized backgrounds. Students will reflect on how attitudes and biases impact their interactions with individuals with disabilities and from cultural identities different from their own. | Multicultural Perspectives and Disability | 3 |
| UNIV 200 UNIV 200. Advanced Focused Inquiry: Literacies, Research and Communication. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 112 or HONR 250 with a minimum grade of C. Asks students to consider real-world applications of writing and research. Students will develop critical analysis, inquiry-based research skills, communication of argument and research across media. Work represents the culmination of foundational ConnectED competencies developed in UNIV 111 and UNIV 112. Students must earn a minimum grade of C to receive credit for this course. | Advanced Focused Inquiry: Literacies, Research and Communication (satisfies general education UNIV foundations) | 3 |
| General education course | 3 | |
| General education course | 3 | |
| Term Hours: | 15 | |
| Spring semester | ||
| 2.8 GPA required for admission to teacher preparation | ||
| SEDP 201 SEDP 201. Foundations of Teaching Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides students with the foundations of curriculum and instructional planning for special education. Students will gain the skills to understand and implement learning principles and teaching pedagogy to deliver instruction to students with disabilities in varied educational settings and in a way that reflects culturally responsive curriculum and pedagogy. Students will develop a framework of evidence-based instructional strategies aimed at aligning learning goals, objectives, instructional materials, activities and assessment for children in grades K-12. | Foundations of Teaching Special Education | 3 |
| SEDP 203 SEDP 203. Special Education and Disability Law. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an overview of historical and current federal and state litigation and legislation related to children and students with disabilities (e.g., Rehabilitation Act of 1973: Section 504 and the Americans with Disabilities Act). Students will gain understanding of the key provisions of the Individuals with Disabilities Education Improvement Act. This course will include discussion of advocacy and ethical obligations of professionals working with individuals with disabilities. | Special Education and Disability Law | 3 |
| General education course | 3 | |
| Open elective | 3 | |
| Open elective | 3 | |
| Term Hours: | 15 | |
| Junior year | ||
| Fall semester | ||
| SEDP 250 SEDP 250. Special Education Elementary Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Corequisite: SEDP 379. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in elementary classroom settings. Assignments will emphasize principles of effective assessment in practice. | Special Education Elementary Supervision | 2 |
| SEDP 378 SEDP 378. Teaching Math to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course focuses on effective mathematics instruction for students with disabilities. Students will gain familiarity with the Virginia Mathematics Standards of Learning and learn principles related to selection of appropriate mathematics curricula and instructional methodologies. Concepts include development of number sense, principles of equitable mathematics instruction, Universal Design for Learning in mathematics, evidence-based practices and strategies for making general education mathematics classrooms and curricula accessible for students with disabilities. | Teaching Math to Students With Disabilities | 3 |
| SEDP 379 SEDP 379. Assessment in Special Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course covers all aspects of assessment for students with disabilities. Students will learn about the foundations of strong, effective assessment, including instrument selection and measurement terminology. They will learn how assessment relates to eligibility and provision of special education services, explore factors that can influence assessment results and interpretations, and gain practice administering and interpreting commonly-used assessments. | Assessment in Special Education | 3 |
| SEDP 380 SEDP 380. Teaching Reading to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide a foundation of literacy instruction for students with disabilities. Students will learn about theories of literacy and literacy development, the components of literacy, and evidence-based instructional practices, with a focus on the foundations of reading. Students will gain familiarity with the Virginia Standards of Learning for Reading and Writing and practice strategies for making general curriculum literacy instruction accessible for students with disabilities, including students with dyslexia. | Teaching Reading to Students With Disabilities | 3 |
| TEDU 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Spring semester | ||
| SEDP 315 SEDP 315. Classroom Management and Behavior Support for Students 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 behavior of students with disabilities. The course focuses on development, implementation and evaluation of behavior management programs, functional assessment, positive behavioral supports and related classroom strategies. Students will also learn about school crisis management and safety plans, restorative justice, and individualized behavioral interventions. This course emphasizes an approach to behavior support that is culturally responsive and asset-based for students from diverse backgrounds and with intersectional identities. Students will reflect on their own identities, biases and assumptions, as well as their personal role in mitigating behavior problems. | Classroom Management and Behavior Support for Students With Disabilities | 3 |
| SEDP 350 SEDP 350. Special Education Middle School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 250. Corequisite: SEDP 460. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences working with students with disabilities in a middle school classroom. Assignments will emphasize practical applications of evidence-based literacy assessment and instruction. | Special Education Middle School Supervision | 2 |
| SEDP 402 SEDP 402. Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide students with foundational ideas and concepts regarding the selection and use of assistive technology and augmentative and alternative communication for infants, toddlers, children and young adults with disabilities. Students will recognize and plan for the uses of technology that will aid children and young adults to access and navigate their environment. This course emphasizes the selection and use of AT and AAC in early intervention and general and special education settings for students across the continuum of disability. | Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology | 3 |
| SEDP 460 SEDP 460. Specialized Reading and Writing Interventions for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 380. This course focuses on intensive, specially designed literacy instruction for students with disabilities, including progress monitoring and data-based decision-making. Students will learn about and practice skills related to literacy assessment, research-based reading curricula and evidence-based strategies for intensifying literacy instruction. | Specialized Reading and Writing Interventions for Students With Disabilities | 3 |
| SEDP 461 SEDP 461. Specialized Math Interventions for Students With High Incidence Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: SEDP 378. This course focuses on design and implementation of specially designed interventions for students with high incidence disabilities who may need additional instruction beyond their core mathematics class. Core concepts include principles of effective mathematics intervention, assessment, goal-setting, progress monitoring and data-based decision-making. | Specialized Math Interventions for Students With High Incidence Disabilities | 3 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Senior year | ||
| Fall semester | ||
| SEDP 311 SEDP 311. Transition Planning for Students with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course explores the literature, research, issues and trends that are relevant to children and youth with high-incidence disabilities as they transition throughout their educational experience and prepare for life after high school. Candidates will learn how to work with students and families to promote successful transitions, including considerations of post-secondary training, employment and independent living. Course content includes issues related to long-term planning, transition assessments, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations. | Transition Planning for Students with Disabilities | 3 |
| SEDP 389 SEDP 389. Developing Individualized Education Programs. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: SEDP 203 and SEDP 379. This course is designed to provide educational personnel with knowledge of the legal regulatory requirements for Individualized Education Program development, including timelines and team member responsibilities. Students will gain skills for collaborating with students, families and other professionals in creating culturally responsive IEPs that are truly individualized and meet all legal requirements. They will learn to lead IEP teams in making evidence-based decisions about student progress, accommodations, placement, teaching methods and transition. Students will also complete hands-on IEP writing experiences that will address academic and functional needs of students with disabilities. They will also learn best practices in case management, including implementing and monitoring IEPs throughout the school year. Students will reflect on ethical decision-making with regard to balancing students’ needs and regulatory compliance. | Developing Individualized Education Programs | 3 |
| SEDP 404 SEDP 404. Methods in Teaching Science and Social Studies for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course emphasizes understanding and application of strategies to create inclusive environments in science and social studies general education classes. Candidates will gain familiarity with current Virginia Standards of Learning in K-12 science and social studies as well as instructional guidelines from national science and social studies organizations. They will also learn how to apply principles of Universal Design for Learning, culturally sustaining practice, asset-based pedagogy and evidence-based practices for students with disabilities within the context of science and social studies curriculum and practice. | Methods in Teaching Science and Social Studies for Students With Disabilities | 3 |
| SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| SEDP 450 SEDP 450. Special Education High School Supervision. 2 Hours.
Semester course; 1 lecture and 1 field experience hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: SEDP 350. Corequisite: SEDP 405. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching program who have been admitted to teacher preparation. The purpose of this field experience is to provide teacher candidates with practical experiences within high school classroom settings that serve students with disabilities. Assignments and experiences will emphasize professional collaborations and communication. | Special Education High School Supervision | 2 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Spring semester | ||
| SEDP 415 SEDP 415. Action Research in Education and Special Education: Capstone Project. 6 Hours.
Semester course; 6 independent study hours. 6 credits. Enrollment is restricted to seniors with a minimum of 90 credits. The course will prepare students to be reflective practitioners by connecting theory, research and practice through practice-based field work and action research. The course will consist of components that promote a student's capacity for building practical skills and knowledge and ability to conduct applied research related to their future career goals in a disability-related field. | Action Research in Education and Special Education: Capstone Project | 6 |
| SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | 1 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| Restricted elective | 3 | |
| Term Hours: | 12 | |
| Total Hours: | 120 | |
The minimum number of credit hours required for this degree is 120.
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.