About The Program
Learn how to provide the best interventions to our youngest children, because we know that early intervention leads to better outcomes. With online flexibility, the Master of Education with a concentration in Early Childhood Education equips you to support infants and young children up to age 5, including those at risk for developmental delays or with severe disabilities.
The VCU School of Education online Master of Education (M.Ed.) in Special Education programs were ranked #14 nationwide by U.S. News & World Report for 2025 (tie). This recognition reflects our commitment to providing high-quality, accessible education that equips educators to make a meaningful impact in the lives of students with disabilities.
Career Paths
- Elementary school special education teacher
- Special education administrator
- Behavior analyst
- Curriculum specialist
- Educational consultant
- Transition specialist
- Assistive technology specialist
- Researcher
- Program director in nonprofit organization
At a Glance
Degree Earned
Master of Education (M.Ed.)
Credits: 37
Application Semesters and Deadlines
Applications for Fall 2025 submitted by August 1, 2025, will be considered.
Fall: March 15
Spring: November 1
Summer: March 15*
*Summer start is recommended only for provisional license holders.
Program Modality
Online
In-person*
*With sufficient student interest, we will provide an in-person option.
Estimated Completion Time
Full-time (9-15 credits): average completion in 4 semesters
Part-time (1-8 credits): average completion in 6 semesters
Our program meets both initial teacher licensure requirements in Virginia, as well as for early intervention certification.
Admission requirements
| Degree: | Semester(s) of entry: | Deadline dates: | Test requirements: |
|---|---|---|---|
| M.Ed. | Fall | Mar 15 | |
| Spring | Nov 1 | ||
| Summer | Mar 15 |
In addition to the general admission requirements of the VCU Graduate School, the following requirements represent the minimum acceptable standards for admission:
- Bachelor’s degree
- Three letters of recommendation addressing the student’s potential for graduate study in education
- Statement of intent
- Transcripts of all previous college work
- Interview
Additionally, there are several tests that students must pass for admission to teacher preparation, admission to student teaching and licensure in Virginia. Students should consult the Teacher Preparation page on the School of Education website for current testing requirements.
Applicants who do not have a provisional or professional collegiate teaching license in special education must take SEDP 630 as a prerequisite course.
Admission to clinical experiences in schools requires a background check and fingerprinting.
Please visit the School of Education website for further information.
Degree requirements
In addition to general VCU Graduate School graduation requirements, students are required to complete course work in core and elective courses.
- Credit hour requirements: Students are required to complete a minimum of 37 credit hours.
- Grade requirements: Receipt of a grade of C or below in two courses constitutes automatic dismissal from the program. Courses with a grade below C cannot be used to satisfy degree requirements.
- Initial licensure milestone requirements: Students must successfully complete all initial licensure milestone requirements. Those not able to complete the requirements may pursue the non-licensure option.
Curriculum requirements
Licensure option
| Course | Title | Hours |
|---|---|---|
| Core courses | ||
| EDUS 607 EDUS 607. Advanced Educational Psychology. 3 Hours.
Semester course; 3 lecture hours (delivered online, hybrid or face-to-face). 3 credits. Application of the principles of psychology to the teaching-learning process. Discussion will focus on the comprehensive development of individual learning experiences and educational programs from the point of view of the PK-12 educator and administrator. | Advanced Educational Psychology | 3 |
| EDUS 660 EDUS 660. Research Methods in Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, hybrid or face-to-face). 3 credits. Designed to provide an introductory understanding of educational research and evaluation studies. Emphasizes fundamental concepts, procedures and processes appropriate for use in basic, applied and developmental research. Includes developing skills in critical analysis of research studies. Analyzes the assumptions, uses and limitations of different research designs. Explores methodological and ethical issues of educational research. Students either conduct or design a study in their area of educational specialization. | Research Methods in Education | 3 |
| SEDP 501 SEDP 501. Characteristics of Individuals with Disabilities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course prepares candidates to understand how exceptionalities can interact with multiple domains of human development to influence an individual’s learning in home, school, community and throughout life. Candidates will gain an understanding of the characteristics between and among individuals with and without exceptionalities. Course content focuses on the identification and characteristics of individuals with exceptionalities as defined under the Individuals with Disabilities Education Improvement Act. This course also provides information on educational, psychosocial and behavioral interventions that serve as adaptations to the general curriculum and/or home/social expectations. Candidates gain an understanding of the impact of related medical conditions and differentiated evidence-based interventions on the development and learning of young children and/or students with or at risk for disabilities. In addition, candidates gain understanding of child abuse recognition and prevention, with particular focus on issues and strategies unique to working with young children and students with disabilities. Throughout this course, candidates will consider beliefs, traditions and values across and within cultures that influence relationships among and between young children, students and their families. Further, this course will emphasize the importance of interdisciplinary collaboration for promoting the well-being of individuals with exceptionalities across a wide range of settings and collaborators. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the E
CSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Characteristics of Individuals with Disabilities: ____ | 3 |
| SEDP 533 SEDP 533. Assessment of Individuals with Disabilities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide knowledge and practical applications of screening and assessment of young children and students at risk for and with disabilities/delays. Teacher candidates will be prepared to make professional decisions regarding the screening, assessment and ongoing evaluation of young children and students with disabilities. Teacher candidates will gain knowledge of measurement principles and practices to administer assessments and interpret results. This course will emphasize examination of both formal and informal assessments and their use in data-driven decision-making related to educational placement, intervention planning and IEP/IFSP development. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Assessment of Individuals with Disabilities: ____ | 3 |
| SEDP 601 SEDP 601. Instructional Methods and Programming for Individuals with Disabilities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides the knowledge, skills and methods necessary to plan and deliver effective instruction to individuals with disabilities. Course content is focused on how to collaborate with families and other professionals to deliver instruction that improves the outcomes of young children and students. Teacher candidates will develop skills to plan and deliver instruction in a variety of educational settings and learning environments. This course builds teacher candidates’ cultural competence and emphasizes the use of recommended practices and evidence-based interventions to support the social, emotional and/or academic growth of individuals with disabilities. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Instructional Methods and Programming for Individuals with Disabilities: ____ | 3 |
| SEDP 603 SEDP 603. Theories, Assessment and Practices in Literacy Development for Individuals with Exceptionalities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to prepare teacher candidates to instruct and support individuals with exceptionalities in developing necessary skills for lifelong literacy. Teacher candidates will understand literacy development, including emergent literacy skills, and the impact of disabilities and delays on learning and progress in this domain. This course will emphasize assessment as the basis for designing instruction and interventions. A variety of strategies, methods and supports will be discussed, analyzed and applied to address a variety of reading, language and/or communication needs. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Theories, Assessment and Practices in Literacy Development for Individuals with Exceptionalities: ____ | 3 |
| SEDP 631 SEDP 631. Behavior Support of Individuals 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 behaviors of young children and students with exceptionalities. Emphasis is on developing, implementing and/or structuring environments and interventions to encourage adaptive behaviors and the social/emotional development of individuals with exceptionalities, and directly teach them to adapt to the expectations of differing environments. Course content focuses on conducting formal and informal assessments of behavior and environments to individualize and implement strategies to support the growth and development of individuals with exceptionalities. This course will help develop a candidate’s ability to examine the behaviors of students with special needs in a variety of settings, including an understanding and application of behavior management techniques and individualized behavioral interventions. Techniques and approaches taught will promote skills that are consistent with developmental milestones and/or standards and rules of a variety of educational environments, and will be diverse based upon developmental, cognitive, behavioral, social and ecological theory and best practice. Candidates will learn to integrate results of assessments to develop long- and shorter-term goals and objectives and integrate these into individualized service and behavior change plans. Focus will also be on how to consult and collaborate with colleagues and families to implement individualized plans across a variety of environments. Candidates will learn to evaluate young children’s and/or students’ behavior and environments, as well as reflect on their own role in contributing to and mitigating challenging behaviors. Candidates will also learn strategies to prevent and/or intervene safely with children who exhibit challenging behavior, as well as to facilitate positive behavior. A
s part of the course requirements, candidates will also complete approved modules in child abuse and neglect recognition and intervention if not already completed. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Behavior Support of Individuals with Disabilities: ____ | 3 |
| Concentration courses | ||
| ECSE 500 ECSE 500. Language/Communication Intervention for Young Children with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Undergraduate students must have permission of the instructor prior to registration for this course. 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. | Language/Communication Intervention for Young Children with Disabilities | 3 |
| ECSE 542 ECSE 542. Family/Professional Partnerships. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Undergraduate students must have permission of the instructor prior to registration for this course. Theory and practice relevant to working with families of children with disabilities. Family-centered services and cultural sensitivity are emphasized. Provides an overview of family processes and reactions to having a child with a disability, strategies for helping family members support and work with their children, available community resources and legal rights of families and children with disabilities. | Family/Professional Partnerships | 2 |
| ECSE 603 ECSE 603. Integrated Early Childhood Programs I. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Examines the needs, opportunities, resources and barriers to early intervention and inclusive early childhood programs in Virginia and local communities. State and federal laws and policies, research-based practices and local models will be studied to understand the context for systems change. A planning process that includes funding mechanisms, staffing patterns, curricula service models, family participation options, resource coordination and program evaluation procedures will be emphasized. | Integrated Early Childhood Programs I | 2 |
| ECSE 641 ECSE 641. Interdisciplinary Methods in Early Intervention. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course focuses on the nature and characteristics of major disabling and at-risk conditions for infants and young children and the influence of interdisciplinary teamwork in service delivery. Emphasis is given to the medical aspects of young children with disabilities and the management of neurodevelopmental and motor disabilities. Review of adaptive equipment and its safe use, as well as selection and implementation of appropriate assistive technology will be covered. The importance and role of collaborative planning teams that include families and professionals from various disciplines, including health care, will be discussed. Essential teamwork skills will be learned and students will reflect on the application of those skills in practice. | Interdisciplinary Methods in Early Intervention | 3 |
| ECSE 672 ECSE 672. Internship in Early Development and Intervention. 1-6 Hours.
Semester course; 1-2 field experience hours. 1-2 credits. May be repeated for a maximum of six credits. Designed to provide practical experience in different community programs that serve young children (birth to 5) from various cultural and linguistic backgrounds, who are at risk for or have developmental disabilities, and their families. These observation, participation and service-learning experiences are distributed across the graduate program, linked to other core content courses documented via portfolios and aligned with professional standards. This course includes site-based requirements. | Internship in Early Development and Intervention | 2 |
| ECSE 700 ECSE 700. Externship. 1-6 Hours.
Semester course; 1-6 field experience hours. 1-6 credits. May be repeated for a maximum of nine credits. Enrollment requires permission of the department. Plan of work designed by extern with prior approval of the offering department. State certification or equivalent may be required for some externships. Off-campus planned experiences for advanced graduate students designed to extend professional competencies, carried out in a setting, under supervision of an approved professional. Externship activities monitored and evaluated by university faculty. This course includes site-based requirements. | Externship | 4 |
| Total Hours | 37 | |
The minimum number of graduate credit hours required for this degree is 37.
Non-licensure option
| Course | Title | Hours |
|---|---|---|
| Core courses | ||
| EDUS 607 EDUS 607. Advanced Educational Psychology. 3 Hours.
Semester course; 3 lecture hours (delivered online, hybrid or face-to-face). 3 credits. Application of the principles of psychology to the teaching-learning process. Discussion will focus on the comprehensive development of individual learning experiences and educational programs from the point of view of the PK-12 educator and administrator. | Advanced Educational Psychology | 3 |
| EDUS 660 EDUS 660. Research Methods in Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, hybrid or face-to-face). 3 credits. Designed to provide an introductory understanding of educational research and evaluation studies. Emphasizes fundamental concepts, procedures and processes appropriate for use in basic, applied and developmental research. Includes developing skills in critical analysis of research studies. Analyzes the assumptions, uses and limitations of different research designs. Explores methodological and ethical issues of educational research. Students either conduct or design a study in their area of educational specialization. | Research Methods in Education | 3 |
| SEDP 501 SEDP 501. Characteristics of Individuals with Disabilities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course prepares candidates to understand how exceptionalities can interact with multiple domains of human development to influence an individual’s learning in home, school, community and throughout life. Candidates will gain an understanding of the characteristics between and among individuals with and without exceptionalities. Course content focuses on the identification and characteristics of individuals with exceptionalities as defined under the Individuals with Disabilities Education Improvement Act. This course also provides information on educational, psychosocial and behavioral interventions that serve as adaptations to the general curriculum and/or home/social expectations. Candidates gain an understanding of the impact of related medical conditions and differentiated evidence-based interventions on the development and learning of young children and/or students with or at risk for disabilities. In addition, candidates gain understanding of child abuse recognition and prevention, with particular focus on issues and strategies unique to working with young children and students with disabilities. Throughout this course, candidates will consider beliefs, traditions and values across and within cultures that influence relationships among and between young children, students and their families. Further, this course will emphasize the importance of interdisciplinary collaboration for promoting the well-being of individuals with exceptionalities across a wide range of settings and collaborators. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the E
CSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Characteristics of Individuals with Disabilities: ____ | 3 |
| SEDP 533 SEDP 533. Assessment of Individuals with Disabilities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide knowledge and practical applications of screening and assessment of young children and students at risk for and with disabilities/delays. Teacher candidates will be prepared to make professional decisions regarding the screening, assessment and ongoing evaluation of young children and students with disabilities. Teacher candidates will gain knowledge of measurement principles and practices to administer assessments and interpret results. This course will emphasize examination of both formal and informal assessments and their use in data-driven decision-making related to educational placement, intervention planning and IEP/IFSP development. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Assessment of Individuals with Disabilities: ____ | 3 |
| SEDP 601 SEDP 601. Instructional Methods and Programming for Individuals with Disabilities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides the knowledge, skills and methods necessary to plan and deliver effective instruction to individuals with disabilities. Course content is focused on how to collaborate with families and other professionals to deliver instruction that improves the outcomes of young children and students. Teacher candidates will develop skills to plan and deliver instruction in a variety of educational settings and learning environments. This course builds teacher candidates’ cultural competence and emphasizes the use of recommended practices and evidence-based interventions to support the social, emotional and/or academic growth of individuals with disabilities. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Instructional Methods and Programming for Individuals with Disabilities: ____ | 3 |
| SEDP 603 SEDP 603. Theories, Assessment and Practices in Literacy Development for Individuals with Exceptionalities: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to prepare teacher candidates to instruct and support individuals with exceptionalities in developing necessary skills for lifelong literacy. Teacher candidates will understand literacy development, including emergent literacy skills, and the impact of disabilities and delays on learning and progress in this domain. This course will emphasize assessment as the basis for designing instruction and interventions. A variety of strategies, methods and supports will be discussed, analyzed and applied to address a variety of reading, language and/or communication needs. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Theories, Assessment and Practices in Literacy Development for Individuals with Exceptionalities: ____ | 3 |
| SEDP 631 SEDP 631. Behavior Support of Individuals 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 behaviors of young children and students with exceptionalities. Emphasis is on developing, implementing and/or structuring environments and interventions to encourage adaptive behaviors and the social/emotional development of individuals with exceptionalities, and directly teach them to adapt to the expectations of differing environments. Course content focuses on conducting formal and informal assessments of behavior and environments to individualize and implement strategies to support the growth and development of individuals with exceptionalities. This course will help develop a candidate’s ability to examine the behaviors of students with special needs in a variety of settings, including an understanding and application of behavior management techniques and individualized behavioral interventions. Techniques and approaches taught will promote skills that are consistent with developmental milestones and/or standards and rules of a variety of educational environments, and will be diverse based upon developmental, cognitive, behavioral, social and ecological theory and best practice. Candidates will learn to integrate results of assessments to develop long- and shorter-term goals and objectives and integrate these into individualized service and behavior change plans. Focus will also be on how to consult and collaborate with colleagues and families to implement individualized plans across a variety of environments. Candidates will learn to evaluate young children’s and/or students’ behavior and environments, as well as reflect on their own role in contributing to and mitigating challenging behaviors. Candidates will also learn strategies to prevent and/or intervene safely with children who exhibit challenging behavior, as well as to facilitate positive behavior. A
s part of the course requirements, candidates will also complete approved modules in child abuse and neglect recognition and intervention if not already completed. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. The SEGE section of the course is specifically designed to meet the VDOE requirement 8VAC20-543-500: special education general curriculum K-12; the ECSE section is specifically designed to meet the VDOE requirement 8VAC20-543-490: special education early childhood (birth through age 5); the ADCR section is specifically designed to meet the VDOE requirements for 8VAC20-543-460: special education adapted curriculum K-12. | Behavior Support of Individuals with Disabilities: ____ | 3 |
| Concentration courses | ||
| ECSE 500 ECSE 500. Language/Communication Intervention for Young Children with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Undergraduate students must have permission of the instructor prior to registration for this course. 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. | Language/Communication Intervention for Young Children with Disabilities | 3 |
| ECSE 542 ECSE 542. Family/Professional Partnerships. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Undergraduate students must have permission of the instructor prior to registration for this course. Theory and practice relevant to working with families of children with disabilities. Family-centered services and cultural sensitivity are emphasized. Provides an overview of family processes and reactions to having a child with a disability, strategies for helping family members support and work with their children, available community resources and legal rights of families and children with disabilities. | Family/Professional Partnerships | 2 |
| ECSE 603 ECSE 603. Integrated Early Childhood Programs I. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Examines the needs, opportunities, resources and barriers to early intervention and inclusive early childhood programs in Virginia and local communities. State and federal laws and policies, research-based practices and local models will be studied to understand the context for systems change. A planning process that includes funding mechanisms, staffing patterns, curricula service models, family participation options, resource coordination and program evaluation procedures will be emphasized. | Integrated Early Childhood Programs I | 2 |
| ECSE 641 ECSE 641. Interdisciplinary Methods in Early Intervention. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course focuses on the nature and characteristics of major disabling and at-risk conditions for infants and young children and the influence of interdisciplinary teamwork in service delivery. Emphasis is given to the medical aspects of young children with disabilities and the management of neurodevelopmental and motor disabilities. Review of adaptive equipment and its safe use, as well as selection and implementation of appropriate assistive technology will be covered. The importance and role of collaborative planning teams that include families and professionals from various disciplines, including health care, will be discussed. Essential teamwork skills will be learned and students will reflect on the application of those skills in practice. | Interdisciplinary Methods in Early Intervention | 3 |
| ECSE 672 ECSE 672. Internship in Early Development and Intervention. 1-6 Hours.
Semester course; 1-2 field experience hours. 1-2 credits. May be repeated for a maximum of six credits. Designed to provide practical experience in different community programs that serve young children (birth to 5) from various cultural and linguistic backgrounds, who are at risk for or have developmental disabilities, and their families. These observation, participation and service-learning experiences are distributed across the graduate program, linked to other core content courses documented via portfolios and aligned with professional standards. This course includes site-based requirements. | Internship in Early Development and Intervention | 2 |
| SEDP 651 SEDP 651. Topics in Education. 1-3 Hours.
Semester course; 1-3 credits. May be repeated for 9 credits. Check with department for specific prerequisites. A course for the examination of specialized issues, topics, readings or problems in education. | Topics in Education 1 | 1-3 |
| Restricted electives | ||
| Select 1-3 credits from list below, in consultation with an advisor. 2 | 1-3 | |
ADMS 622 ADMS 622. Understanding Diversity and Leading for Social Justice. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. In this course, participants will engage in conversations related to diversity in schools or organizations. Students will explore the critical role of education or organizational leadership in a rapidly changing democratic society. Participants will reflect on how culture impacts leadership beliefs and practice as well as explore strategies for establishing equitable environments that support the needs of all stakeholders. | Understanding Diversity and Leading for Social Justice | |
ADMS 630 ADMS 630. Understanding and Engaging School Communities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Students will explore the broad social, economic, political and demographic shifts that have transformed metropolitan schools and communities over the past half century. Based on a deeper understanding of the complex forces that influence society and democracy, students will develop leadership skills that focus on building relationships and communicating effectively with internal and external schools and/or communities. | Understanding and Engaging School Communities | |
ADMS 655 ADMS 655. Student-Centered Policy and Collaboration. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Students will explore the school/community ecology to understand the influences on and the potential for a more equity-oriented and culturally relevant K12 public education system. Students will explore the role of public K12 governance and advocacy for policy change, cross-sector collaboration and social entrepreneurship to increase their knowledge and application of the skills and conditions needed to advance equity, opportunity and achievement. The course will focus on organizational and community leadership that values stakeholders as equal partners to improve decision-making and policy oriented toward student success, particularly for historically marginalized populations. | Student-Centered Policy and Collaboration | |
ADMS 656 ADMS 656. Human Dimensions of Leadership: Empathy, Trust and Care in Organizations. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Effective, culturally responsive and sustaining leadership practices and approaches are grounded in humanistic relationship management with a clear understanding of human behavior and social processes. This course is about people in education-related organizations. It is designed to help leaders incorporate human dimensions of leadership focused on empathy, trust and care in organizational and community-based leadership. Course content is derived from contemporary theory, research and practice in educational, community-based and organizational behavior and leadership such as organizational theory and management; community cultural wealth; ecological/systems theory/models; community theories (sense of community, social capital, environmental psychology); and critical social and race theory, social justice and social determinants of well-being. | Human Dimensions of Leadership: Empathy, Trust and Care in Organizations | |
ADMS 658 ADMS 658. Community-Based Action Research for Education Stakeholders. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course introduces students to a research approach that engages school and/or community stakeholders. The course focuses on action-based research designs with a thoughtful and critical focus on community-based participatory action research and related approaches, such as participatory action research, youth participatory action research and community-engaged research. The course will explore this work as it occurs in school- and community-based settings, as well as within research-practice partnerships. Collectively, these approaches offer students not just a set of methods, but seek to equip them with the skills and insights to fundamentally change the relationship between researchers and research participants and the power dynamics of the knowledge production process. The course attends to the following questions: How can research help with addressing real-world problems in education? How can data collection and knowledge creation through praxis be participatory in a truly democratized, co-owned and emancipatory process? And, how can educational stakeholders use action research as a means to transcend disciplinary boundaries in order to positively impact social and educational change? Crosslisted as: EDUS 658. | Community-Based Action Research for Education Stakeholders | |
SEDP 531 SEDP 531. Educational Foundations for Collaboration and Universally Designed Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Focuses on providing candidates with the knowledge of the foundation for educating students with disabilities, as well as the principles and processes for collaboration and consultation with educational colleagues, community professionals and families. Covers the historical, philosophical and sociological foundations underlying the role, development and organization of public education in the U.S. Discussions and readings will focus on creating and maintaining inclusive schools, effective communication strategies for building successful collaborative teams and universally designed instructional strategies to use in co-taught classrooms. | Educational Foundations for Collaboration and Universally Designed Learning | |
SEDP 798 SEDP 798. Thesis. 1-9 Hours.
Semester course; 1-9 research hours (delivered online, face-to-face or hybrid). 1-9 credits. May be repeated for a maximum of 12 credits. Enrollment is restricted to students enrolled in the M.Ed. in Special Education program who have completed all other M.Ed. in Special Education course work. A research study of a topic or problem approved by the student's supervisory committee and completed in accordance with acceptable standards for thesis writing. Graded as Pass/Fail. | Thesis | |
TEDU 531 TEDU 531. Media Literacy in the K-12 Classroom. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Offered in online and traditional formats. Explores the role of media in society and methods for incorporating media literacy instruction in the K-12 school classroom. Participants will study the foundations of media literacy, critical thinking and the ways media shapes our views of culture, society and education. Through hands-on activities and projects, participants will become familiar with a variety of media tools and instructional methods for utilizing media to support student learning. Participants will research methods for assessing student learning when using paper-based and digital media. | Media Literacy in the K-12 Classroom | |
TEDU 561 TEDU 561. Literacy Foundations and Language Acquisition. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The purpose of the course is to provide an understanding of the theories, processes and methodologies of literacy instruction and children’s language acquisition. Multidisciplinary, multicultural aspects of literacy instruction are stressed. Topics of particular importance to the classroom teacher are emphasized, including reading, writing, listening and speaking and digital literacies. The course will provide a foundation in the following areas: oral language, phonological/phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. | Literacy Foundations and Language Acquisition | |
TEDU 615 TEDU 615. Curriculum Development. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A basic graduate course in curriculum development. Curriculum decision making is examined in relation to foundation areas, content areas and current educational trends. Various conceptions of curriculum are explored. | Curriculum Development | |
TEDU 652 TEDU 652. Methods for Teaching Multilingual Learners. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides students who plan to teach people whose native language is not English with a variety of instructional/learning strategies. Presents and explores current approaches and methodology, as these relate to linguistic features and pedagogy. | Methods for Teaching Multilingual Learners | |
SEDP 641 SEDP 641. Independent Study. 1-3 Hours.
Semester course; variable hours. 1-3 credits. Prerequisite: permission of instructor. An individual study of a specialized issue or problem in education. | Independent Study | |
| Total Hours | 37 | |
Students should consult with an advisor to determine how many credits of SEDP 651 to take.
Students may choose another elective not on this list in consultation with an advisor.
The minimum number of graduate credit hours required for this degree is 37.
Students who complete the above requirements will receive a Master of Education in Special Education.
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.