Licensure Courses
Summer II Session Details
Registration is Open Now for Summer II Courses
- Summer II 2025: July 7, 2025 - August 15, 2025
- EDU-L369: Summer II- 6 weeks course, running July 7, 2025-August 15, 2025
- EDU L369: Late Summer- 6 weeks course, running August 4, 2025-August 27, 2025
- Registration Deadline for Summer Two: Monday, June 30, 2025
- Format: All courses are completely online via Canvas platform
- Credit: All courses are 3 undergraduate credit hours
- Grading: A-F grade scale
Tuition:
- $621 per course for VA in-state residents
- Out-of-state or non-citizen status subject to additional capital fees
Summer II Classes
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Instruction in this course focuses on the techniques, methods, and materials that can be used to effectively diagnose reading difficulties/deficiencies and strengths in students in grades K through 8. Course content will include a study of both formal and informal assessment measures with emphasis placed on the procedures for administering and interpreting an Informal Reading Inventory (IRI) and how to use results from this inventory to prescribe and then deliver appropriate reading instruction to students in grades K-8.
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Skills in this area shall be designed to impart a thorough understanding of the complex nature of language acquisition and reading, including phonemic and other phonological awareness, phonics, fluency, vocabulary development, and comprehension strategies for adolescent learners. Additional skills shall include proficiency in writing strategies, as well as the ability to foster an appreciation of a variety of fiction and nonfiction texts and independent reading for adolescent learners.
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The content of this course is designed to help special education teachers develop an understanding and application of service delivery, curriculum, and instruction of students with disabilities in reading and writing. Students will develop knowledge of the general curriculum, English requirements and expectations, and how to provide access to the curriculum based on student characteristics and needs. Students will assess, interpret data, and implement instructional practices to address the identified reading needs of the students. Skills in this area include the ability to identify, understand, and implement a range of specialized instructional strategies and research-based interventions that reflect best practices in reading and writing instruction for students with disabilities. Students will align instructional practices and intervention with the Virginia Standards of Learning and state assessments. Students will be guided to build knowledge and the ability to utilize current assistive and instructional reading and writing technologies to promote learning and independence for students with disabilities in the general curriculum and the ability to evaluate the effectiveness of the use of the technologies. Students will develop and use curriculum-based and standardized reading and writing assessments to conduct ongoing evaluations of instructional materials and practices to determine effectiveness and assess student needs as they relate to the curriculum design and delivery. Students will model and directly teach reading and writing instructional strategies in a variety of settings, collaborate and co-teach with general educators to develop and implement instructional practices that meet the needs of students with disabilities in the general curriculum, and monitor student progress.
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The content of this course is designed to provide information on various approaches and techniques for utilizing and teaching reading and writing in content areas. Skills in this area shall be designed to impart an understanding of vocabulary development and comprehension skills in English, mathematics, science, history and social science, and other content areas. Strategies include teaching students how to ask effective questions, summarize and retell both verbally and in writing, and listen effectively. Teaching strategies include literal, interpretive, critical, and evaluative comprehension, as well as the ability to foster appreciation of a variety of fiction and nonfiction texts and independent reading for adolescent learners. The student will learn, practice, and internalize strategies that are essential life - long learning skills for reading, writing, understanding and interpreting content specific materials.
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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.
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In this course, participants will examine a research-based trajectory for the development of calculations, reasoning, and problem-solving skills needed for students to have an in-depth understanding of mathematical concepts required by the Virginia Standards of Learning for Mathematics. Participants will create and implement lessons to reach students with disabilities in a variety of settings while balancing concepts and procedures for effective learning. Participants will acquire the ability to assess, interpret data, and implement instructional practices to address the needs of students.
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The purpose of this course will be to examine and discuss elements of teaching science in the elementary and middle school grades. Participants will discuss methods of instruction based upon the knowledge, skills, and processes of sciences that are necessary for teaching content in the classroom. Assignments will address a variety of strategies of instruction, construction of lesson plans for daily, unit and semester planning.
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A study of the mathematical topics for those seeking licensure for teaching PK-8. Methods of teaching mathematics for elementary and middle school math will be investigated. Topics to include: number sense, operations, fractions, decimals, ratios, and proportions.
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This course will address students’ understanding and application of classroom and behavior management techniques, classroom community building, and individual interventions. It will include techniques that promote emotional well-being, teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of the educational environment. Content will address diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice that support professionally appropriate practices and promote positive redirection of behavior, development of social skills, and of self-discipline. In addition, students will explore the relationship between age and behavior management as well as appropriate classroom management techniques and behavioral intervention when working with students who have disabilities.
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Organizational and Instructional Procedures for Pre-Kindergarten-6th Grade: Principles and techniques of planning and teaching at the Pre-6 levels are presented.
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This course is designed to provide future special education teachers extensive practice in developing skills necessary to collaborate or consult effectively with school professionals, students and their families, and outside agencies in order to provide the most beneficial educational services for students with disabilities. Students will also develop necessary case management strategies.
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This course is designed to prepare students to teach at the middle and high school level by developing the necessary knowledge & skills to design, implement, & evaluate instruction. In this course, the student will learn about a number of critical issues and topics that teachers must understand and be able to skillfully apply in order to successfully overcome the challenges of today’s classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day.
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This course will prepare students to teach Career and Technical courses effectively by developing the necessary knowledge and skills to design, implement, and evaluate instruction. This course will provide prospective CTE teachers with resources and curricula for teaching CTE courses in the field they have chosen. Prospective teachers in this class will learn the process for planning, developing, and evaluating curricula that will prepare their students in today’s classroom for future careers and/or higher education.
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This course is designed to prepare future teachers who are planning to teach in PK-12 endorsement areas such as music, art, health, and P. E, etc, by developing the necessary knowledge and skills to design, implement, and evaluate instruction. In this course, the student will be introduced to the concepts of curriculum and instruction with a focus on the interaction of the two. The class will consider a number of issues and topics that teachers must understand and skillfully apply in addressing the day-to-day adventures and challenges inherent in modern classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day.
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This course is designed to prepare students to teach a foreign language by developing the necessary knowledge & skills to design, implement, & evaluate instruction. In this course, the student will learn about a number of critical issues and topics that teachers must understand and be able to skillfully apply in order to successfully overcome the challenges of today’s classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day.