ED 219 Current Research, Trends, and Legal Issues in Special Education
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. (3)
ED 250 Introduction to Teaching and Learning
This is the first course in the undergraduate teacher licensure program and is designed to explore education and teaching as a profession. The philosophical, historical, legal, and societal aspects of education in the United States will be stressed. The course will also offer a look at the contemporary issues that affect students and schooling. Rudimentary curriculum design based on an understanding of the relationships among assessment, instruction, and monitoring student progress and how assessment is used to make decisions to improve instruction and student performance will also be addressed. Field experience: 10 hours. Prerequisite: sophomore status. (3)
ED 301 Foundation of Literacy Development
Designed to provide an understanding of how children develop language and grow into literacy. The nature of reading, writing, and language acquisition is emphasized and an examination of second language learners and cultural diversity are included. Field experience: 20 hours. Prerequisite: ED 250 with a grade of C or better. (3)
ED 310 Reading and Language Arts: Grades PK-2
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: a grade of C or better in ED 250 and ED 301. (3)
ED 311 Reading and Language Arts: Grades 3-6
Using the Virginia Standards of Learning as the framework, students will explore the relationships among reading, writing, speaking, and listening in the context of an upper elementary classroom. Various strategies for teaching writing, spelling, fluency, vocabulary, and comprehension will be emphasized. Assessment strategies are examined to aid with differentiating instruction and meeting student strengths and needs. Field experience: 20 hours. Prerequisites: a grade of C or better in ED 250, ED 301, and ED 310. (3)
ED 323 Literacy Instruction: Diagnosis and Corrective Strategies
Focuses on the characteristics of reading disabilities, the identification/analysis of reading disabilities, and intervention strategies appropriate for students with reading disabilities. Additionally, the class will address the prevention of reading failure and strategies for the collection and analysis of reading behavior. Field experience: 20 hours. Prerequisites: a grade of C or better in ED 250 and ED 301. (3)
ED 327S Curriculum Design: Secondary Education
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 250 with a grade of C or better. (3)
ED 329 Collaborative Models for Special Education
Designed for students to become knowledgeable in collaboration and communication skills and models within special education settings, which includes families, community agencies, and nondisabled peers. Assistive and instructional technology that is used to gain access into the general curriculum is also addressed. Field experience: 10 hours. (3)
ED 337 Reading in the Content Areas
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. Prerequisites: ED 250 and ED 327S. (3)
ED 339 Individualized Education Programs and Strategies for the General Curriculum
Designed for students to become knowledgeable about individualized education program (IEP) implementation in a K-12 setting. This includes demonstrating the use of assessment tools to make decisions about student progress within the general education curriculum; teaching remediate deficits in academic areas; understanding the scope and sequence of the SOLs; promoting high academic, social, and behavior standards; and implementing and monitoring IEP-specified accommodations within the general education classroom. Field experience: 10 hours. (3)
ED 341 Transition, Family, and Community Services for Individuals with Disabilities
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. Prerequisites: ED 250. (3)
ED 349 Strategies for Behavior Management for the Special Educator
Design to help future special education teachers identify, record, evaluate, and intervene with special education students who are accessing the general curriculum of the school. The course teaches behavior management assessments, techniques, and interventions for special educators within schoolwide, classroom, and individual settings, including functional behavioral assessment. Developing classroom and individual behavior management plans will be emphasized. Field experience: 20 hours. (3)
ED 357 Teaching Social Studies and Creative Arts
Designed to familiarize students with history and social studies instruction in elementary classrooms and methods of integrating social studies with other content areas. Emphasis is placed on developing planning and assessment strategies that help teachers differentiate instruction through the use of multiple instructional models and developing strategies to help children understand their world through literature, art, music, drama, and dance. Supervised field experience will provide the opportunity to observe and implement strategies that are introduced. Field experience: 10 hours. (3)
ED 358 Teaching Mathematics and Science
Designed to help students develop an understanding of how elementary children develop math and science knowledge and skills. This course also supports the development of appropriate attitudes and instructional strategies to teach math and science in grades PK-6. Applied methods for teaching elementary math and science will be demonstrated, using manipulatives, natural objects, computer technologies, and other tools of science and measurement. Field experience: 30 hours. Prerequisites: ED 250, ED 301, and ED 310. These prerequisite courses must have been completed with a grade of C or better. (6)
ED 421 Project
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 instructor. (3-9)
ED 433 Research
A student in this course will conduct collaborative research (scholarly work leading to new knowledge) under the direction of a faculty member. Prerequisite: application and approval of department chair. (1-6)
ED 452 Managing the K-12 Classroom
Designed for students to become knowledgeable on principles and best practices of effective classroom management techniques, individual intervention strategies, and classroom community building in developmentally appropriate ways within the K-12 setting. Students will also become knowledgeable of diverse approaches for effective classroom management based upon behavioral, cognitive, affective, social, and ecological theory and practice. This course is to be taken concurrently with ED 460 or ED 460S Student Teaching or in the semester prior to student teaching. (3)
ED 453 Teaching English as a Second Language
Designed to equip students with a basic understanding of the problems involved in learning and teaching a second language; the phonological, lexical, and grammatical problems are examined. It is also meant to develop the skills necessary to overcome these problems through properly designed texts and materials and through the methodologies and techniques of modern linguistic pedagogy. The course prepares students to do their student teaching in ESL effectively. Field experience: 20 hours. (3)
ED 460 Student Teaching
Supervised clinical experience in a school site, grades K-12, for 14 weeks. Readings and seminar attendance required. Prerequisite: Students must apply for student teaching and fulfill all requirements listed on page 86. (6)
ED 460S Student Teaching: Secondary Level
Supervised clinical experience in a school site, grades 6-12, for 14 weeks. Readings and seminar attendance required. Prerequisite: Students must apply for student teaching and fulfill all requirements listed on page 86. (6)
ED 460E Student Teaching: PK-6
Supervised clinical experience in an elementary (grades PK-6) school site for 14 weeks. Readings and seminar attendance required. Prerequisite: Students must apply for student teaching and fulfill all requirements listed on page 86. (6)
ED 463 Curriculum and Assessment in TESL
Assists students in developing ESL/ESP curriculum design based on needs and objectives on a variety of levels and for different age groups. This course develops basic skills in the preparation of ESL/ESP materials and tests as well as techniques for assessing English language performance. Field experience: 10 hours. (3)