Summer I

Showing 11 Results

  • This course will focus on the study of the foundations of education and the teaching profession as a whole. It will include reviewing the historical, philosophical, and sociological foundations underlying the role, development, and organization of public education in the United States. Participants will review the legal status of teachers and students, including federal and state laws and regulations; school as an organization and culture; and contemporary issues and current trends in education, including the impact of technology on education. Local, state, and federal governance of schools, including the roles of teachers and schools in communities will be reviewed. Professionalism and ethical standards, as well as personal integrity,  will be addressed. Students will be required to exhibit knowledge and understanding of Virginia’s guidelines for uniform performance standards and evaluation criteria for teachers. This course requires 20 hours of field experience in a K-12 classroom setting unless an exemption applies.

    Dante Lee

    Deandra Jones

  • The principles and processes of human development from birth to adolescence are presented. Emphasis is placed on the development of the whole child.

    Kimberly Austin

    Tonya Deel

  • A survey of the field of special education. Emphasis is on techniques for integrating students with intellectual, emotional, social, and physical handicaps into the least restrictive educational environment. Students will review legal aspects that include an understanding/application of regulatory requirements and expectations associated with the identification, education, and evaluation of students with disabilities. This course requires 30 hours of observation in an elementary and/or secondary setting unless an exemption applies.

    Priscilla Brame

    Lara Kennedy

  • This course is designed to help students identify the definition and characteristics associated with specific disabilities and the learning and behavioral needs of students with those disabilities as they access the general education curriculum at the elementary, middle, and high school levels. The disabilities discussed in this course are: learning disabilities, emotional disabilities, intellectual disabilities, developmental delay, autism, other health impairments, traumatic brain injury, and multiple disabilities.

    Stacey Sturgill

  • In this course, we will be examining various aspects of student assessment including test construction, administration, scoring, and interpretation of results. We will focus on the use of test data to make educational decisions for students, with an emphasis on developing programs for students with special needs. Attention will be given to both norm-referenced tests and curriculum-based assessments.

    William Allison

  • The study of emotional handicaps and behavior disorders including their characteristics, etiology, and assessment criteria. The class will include preparation in behavior management, psychoeducational, and ecological strategies for instructing students with emotional and behavior disorders. The student will learn to apply a variety of techniques to design educational plans for students with behavioral and emotional disabilities. This course has a required field experience of 15 observational hours in a public school setting.

  • This course addresses techniques for assessing and remediating specific learning and behavior problems of elementary-age students with learning and behavior disorders.  Specific attention is given to teaching basic academic subjects and methods of classroom management. The development and implementation of Individual Education Plans will also be stressed.

  • In this course, we will be examining various aspects of student assessment including classroom and state assessment. It will examine the relationship between assessment and effective instruction at all stages of instruction: before, during, and after. The course will focus on the collection and evaluation of data that inform instructional planning, assessment tools for gathering data prior to instruction, design, and implementation of effective formative assessments, and development of summative assessments appropriately aligned to learning targets. The course will emphasize the importance of the integration of assessment before, during, and after instruction as essential to student learning success.

    James Wardell

  • Organizational and Instructional Procedures for Pre-Kindergarten-6th Grade: Principles and techniques of planning and teaching at the Pre-K6 levels are presented. This course requires 20 hours of observation in elementary education settings unless an exemption applies.

    Selena Kiser

  • This course is designed to provide future special education teachers extensive study in preparing students with disabilities to make transitions throughout their educational experience and into adulthood.  Course participants will study strategies that will enable them to prepare students and work with families to provide successful student transitions throughout the educational experience to include post-secondary training, employment, and independent living which addresses an understanding of long-term planning, career development, life skills, community experiences and resources, self-advocacy, and self-determination, guardianship and legal considerations. Participants will identify strategies that are essential in teaching life skills to students and are necessary to achieve the greatest level of personal independence.  This course will prepare students to work with families, students with disabilities, and related agencies to plan and prepare for transitional needs that will enhance each student’s capacity for personal independence.

  • This course is designed to prepare students to teach health-related courses. The main focus is the development of knowledge and skills for designing, implementing, and evaluating health instruction in K-12 curricula.

    Chad Hood