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| ED 205 | Issues in Educating Students with Learning Disabilities (3) The purpose of this course is to introduce students to: the academic, cognitive, and social characteristics of individuals with learning disabilities; identification, diagnostic, and planning processes; and educational service delivery models. The use of multiple intelligences in assessment and instruction will be explored throughout the course. Field experience: 20 hours. Prerequisite: sophomore status. |
| ED 219 | Current Research, Trends, and Legal Issues in Special Education (3) Designed to provide students with the opportunity to use reference materials to explore the current research and legal issues that impact special education policy and practice. The topics to be discussed include: the legal basis for special education, issues related to the identification and evaluation of special education students, the concepts of free and appropriate public education (FAPE) and least restrictive environment (LRE), discipline and special education students, the impact of school reform movements on special education, funding for special education, recent litigation outcomes, and the reauthorization of the Individuals with Disabilities Education Act (IDEA). Prerequisite: sophomore status. |
| ED 245E | Exploring Teaching (3) An exploration of the historical, philosophical, curricular, and sociological foundations of current educational theory and practice with an emphasis at the PK-3 level. Basic principles of curriculum design will be introduced. This course is a prerequisite for all courses in the PK-3 teacher licensure program. Prerequisite: sophomore status. |
| ED 245S | Educational Foundations for Secondary Teachers (3) An exploration of the historical, philosophical, curricular, and sociological foundations of current educational theory and practice with emphasis at the secondary level. This course is a prerequisite for all junior- and senior-level Education classes. Field experience: 10 hours. |
| ED 300 | Reading, Writing, and Language Acquisition (6) Examines the complex nature of reading, writing, and language acquisition including phonemic awareness, sound/symbol relationships, phonics instruction, decoding skills, and a knowledge of how phonics, syntax, and semantics interact. Schema theory and comprehension strategies are emphasized as students examine a variety of children's literature for reading instruction and independent reading with diverse populations. The Virginia Standards of Learning are used as the framework for this course. Field experience: 30 hours. Prerequisite: ED 245E. |
| ED 310 | Reading and the Language Arts (3) Reading, writing, listening, speaking, thinking, and viewing are studied in the context of language arts in the primary classroom. Various strategies for teaching spelling, writing, and grammar are included as well as creative arts and technology to reinforce language arts and reading. Techniques learned in class are implemented with diverse populations in the field experience. The Virginia Standards of Learning are used as the framework for this course. Field experience: 20 hours. Prerequisites: ED 245E, ED 300. |
| ED 312 | Teaching in Content Areas for Students with Learning Disabilities (3) Designed to provide educators with experiences that will assist them in selecting appropriate teaching strategies and techniques to meet the academic, social, and emotional needs of students with disabilities. Students will learn to develop, implement, and monitor individualized programs. Students will learn to adapt and modify materials, texts, and instructional approaches to address specific learning needs in the content areas. Field experience: 20 hours. Prerequisites: ED 245E, ED 300. |
| ED 320 | Assessing and Guiding Students in Early Childhood Settings (3) This course is part of the undergraduate teacher licensure program in Early Childhood Education. It introduces assessment strategies and the principles of effective classroom management for early childhood environments. Students will demonstrate entry-level competency in the use of authentic and objective assessment strategies. Prerequisites: ED 245E, ED 300, ED 310, ED 400, and ED 410. |
| ED 327S | Curriculum Design: Secondary Education (3) Provides a foundation in the principles of effective curriculum design and instruction development for students preparing to teach at the secondary level. The course covers integrating technology into the curriculum, adapting the curriculum for students with special needs, interdisciplinary curriculum design, and assessment procedures. Field experience: 20 hours. Prerequisite: ED 245S. |
| ED 337 | Reading in the Content Areas (3) Helps students develop the background knowledge and instructional strategies needed to become effective teachers of reading within their chosen content areas. Topics will include an overview of theoretical models of the reading process as well as practical strategies for developing reading comprehension, vocabulary knowledge, and study skills. The Virginia Standards of Learning are used as the framework for this course. Field experience: 20 hours. |
| ED 341 | Transition, Family, and Community Services for Individuals with Disabilities (3) Designed to provide educators with a broad overview of the rationale for career and transition programming critical to the development of children and youth with disabilities and to present the various program options that are currently available. The knowledge and understanding of the importance of counseling and working with families of students with disabilities will be explored. The availability of community resources to assist both parents and children with disabilities will also be discussed. |
| ED 360 | Student Teaching (6) Supervised clinical experience in a K-12 school site for 14 weeks. Readings and seminar attendance required. Prerequisite: Students must meet all undergraduate requirements for student teaching. |
| ED 360S | Student Teaching: Secondary Level (6) Supervised clinical experience in a 6-12 school site for 14 weeks. Readings and seminar attendance required. Prerequisite: Students must meet all undergraduate requirements for student teaching. |
| ED 400 | Teaching Mathematics and Science (6) Develops a student's background knowledge, appropriate attitudes, and developmental and diagnostic strategies for effective teaching and learning of mathematics and science in grades PK-3. Field experience: 30 hours. Prerequisites: ED 245E, ED 300, and ED 310. |
| ED 410 | Teaching History and Social Studies (3) Addresses the necessary foundations for teaching History, Geography, Civics, and Economics as defined in the Virginia Standards of Learning. Students will demonstrate an understanding of the nature of history and the social sciences and how to facilitate the development of discipline and the related necessary critical thinking skills in young children. Field experience: 10 hours. Prerequisites: ED 245E and ED 300. |
| ED 421 | Project (3-9) An investigation of some selected topic in the major emphasis area under the direction of a faculty advisor. The project is intended to demonstrate ability to conduct independent research and present the results in writing of commendable quality. Prerequisite: permission of the dean of Education and Human Services. |
| ED 460E | Student Teaching: PK-3 (6) Supervised clinical experience in a PK-3 school site for 14 weeks. Readings and seminar attendance required. Prerequisite: Students must meet all undergraduate requirements for student teaching. |