Virginia Commonwealth University

What you'll study

The programme combines foundational education theory with specialised courses focused on teaching students with disabilities and diverse learning needs. Core study areas include assessment and diagnosis, behaviour management and positive behaviour supports, differentiated and inclusive instructional strategies, literacy and numeracy interventions, transition planning, assistive and instructional technology, and curriculum adaptation for students with cognitive, emotional, communication or sensory needs.

• Foundations of Special Education: history, law and policy, cultural and ethical issues in special education.
• Assessment and Evaluation: formal and informal assessment methods, progress monitoring and data-based decision making.
• Evidence-Based Instruction: methods for literacy, mathematics and functional skills adapted for diverse learners.
• Behaviour Supports: functional behaviour assessment, positive interventions and classroom management.
• Inclusive Practices: co‑teaching models, collaboration with general educators and family engagement.
• Transition and Life Skills: planning for post-school outcomes, vocational and community-based instruction.
• Technology in Special Education: assistive technology, accessibility and universal design for learning (UDL).
• Practicum and Student Teaching: multiple supervised field experiences culminating in a full-time clinical student teaching placement in K–12 settings.

The programme typically emphasises applied learning through partnerships with local schools and community agencies, allowing students to build portfolios of practical experience. Coursework supports preparation for any state-required licensure assessments and professional certification processes.

Entry requirements

Applicants need a secondary school diploma or equivalent with academic performance meeting the university's undergraduate admission standards. Typical prerequisites include college-preparatory coursework in English and mathematics; science and social studies are recommended. Admissions decisions are based on a combination of secondary transcripts, a personal statement or application essay demonstrating interest in special education, and letters of recommendation.

Because the programme prepares candidates for work in schools, admitted students must clear background checks and health screenings required by placement partners (for example, criminal record checks and immunisation or tuberculosis testing). Some components of the programme may also require proof of first aid/CPR training. Candidates should be prepared to meet any additional state-mandated tests or requirements for teacher licensure during or after the degree programme.

Career prospects

Graduates are prepared for a range of roles in education and related fields. Common career destinations include:

• Special education teacher in inclusive, resource or self-contained K–12 classrooms
• Instructional assistant or paraprofessional in special education settings
• Behaviour intervention specialist or classroom behaviour coach
• Transition or vocational specialist supporting post-school planning
• Inclusion coordinator or co‑teaching consultant within school districts
• Roles in educational assessment, curriculum adaptation and assistive technology provision

Many graduates go on to pursue graduate study in special education, educational leadership, school psychology or related areas, or obtain additional endorsements and certifications to widen their professional scope.

Why study at Virginia Commonwealth University

Virginia Commonwealth University’s urban location and strong ties with Richmond-area school districts provide extensive practicum and student-teaching opportunities across diverse school settings. The School of Education emphasises inclusive, evidence-based practice and collaborative partnerships with community agencies, giving students hands-on experience with authentic classroom challenges and interdisciplinary teams.

Students benefit from faculty who conduct applied research in special education, access to university centres supporting teacher preparation and diversity initiatives, and resources for professional development. The programme’s structure is designed to align classroom learning with progressive field experiences, preparing graduates to meet classroom demands and to pursue state licensure and continuing professional growth.