Virginia Department of Education's Training and Technical Assistance Center at Virginia Commonwealth University

Scaffolding is an essential instructional strategy that helps bridge the gap between what students currently know and what they are capable of with guidance. Originating from Vygotsky’s (1978) zone of proximal development, scaffolding involves providing temporary supports that enable learners to perform tasks they could not accomplish independently. As students gain understanding and confidence, these […]

The two most important skills for helping young children succeed in school and life are self-regulation and co-regulation. As early childhood educators, we understand the importance of developing these skills by creating a supportive, relationship-centered environment where teachers actively guide and support students. This approach ensures that throughout a young child’s developmental stages, they learn […]

In response to the updated process for determining student eligibility to participate in Virginia’s Alternate Assessment Program (VAAP), the Virginia Department of Education has developed an additional support resource titled Navigating the Transition. This resource is intended to assist school divisions in transitioning students with disabilities who are no longer eligible for VAAP. It supports […]

Chronic absenteeism, commonly defined as missing 10 percent or more school days in an academic year, poses significant challenges for all students. The impact on students with disabilities is particularly complicated. These students are disproportionately affected by barriers to consistent attendance and face greater consequences when instructional time is lost (U.S. Department of Education, 2016). […]

It seems like every year we wonder about teacher talk versus student talk. Am I talking too much during instruction? Are all of the students engaged in opportunities to respond? As teachers, coaches, and administrators, we often reflect on whether instruction is student-centered. Sometimes it feels like we’re doing everything right, but the students still […]

Universal Design for Learning (UDL) is defined by the Higher Education Opportunity Act (2008) as a scientifically valid framework for guiding educational practice that (a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (b) reduces barriers in […]

Registration is open for the 2025 VCU School of Education’s Dyslexia Symposium! Come join fellow educators on November 8, 2025, for a day of learning, networking, and professional development. The keynote speaker, Kelli Sandman-Hurley, Ed.D., founder of the Dyslexia Training Institute, author, and national advocate for dyslexia education, will share her presentation, Dyslexia: What We […]

Early childhood classrooms are lively centers of exploration and learning. For all children, especially those with disabilities, carefully organized routines within routines are highly beneficial. Intentionally implementing a system provides a predictable framework that encourages independence, reduces anxiety, and enhances learning opportunities throughout the day. First, let us clarify the difference between a daily schedule […]

Teachers often revisit the question at the beginning of the school year: Is homework an unnecessary burden or is it a valuable pedagogical practice? The debate has persisted for decades with little change in public opinion or the amount of homework assigned. According to Dr. Harris Cooper, professor of psychology and neuroscience at Duke University, […]

Current data highlight that bullying persists as a widespread and urgent issue that affects students’ sense of connection, emotional health, and academic achievement. The National Health Interview Survey, completed from July 2021 to December 2023, reveals that 34% of teenagers (ages 12-17) were bullied in the previous 12 months. This research highlights that bullying is […]