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Education Programs

For information about specific programs, see the coordinators' phone numbers and e-mail addresses in the respective program sections below. For general information about the education programs, call (540) 568-2813. Web site: http://coe.jmu.edu

Mission Statement

Secondary Education

Goals

Foreign Language Education

Scholarship Information

English as a Second Language

Teacher Education Programs

Vocational Education

Early Childhood Education

Special Education

Elementary Education

Non-Teaching Minor Requirements

Middle Education

Human Resource Development Minor

Professors
V. Allain, S. Fairchild, D. Foucar-Szocki, T. Harris, D. Herr, R. Linn, F. Luth, D. Martin, M. Rettig, M. Ross, K. Santos

Associate Professors
C. Beverly, L. Bolt, K. Broaddus, M. Carter, , O. Griffin, G. Ivey, T. Jetton, S. Lopes-Murphy, B. Stern

Assistant Professors
M. Baker, J. Bantz, L. Cavey, R. Clemens, K. Haselden, M. Hughes, M. Kyger, L. Lovin, I. MacGillivray, A. Papero, H. Pence, S. Purcell, J. Ryan, D. Slykhuis, G. Wang, D. Wilcox

Instructors
S. Barnes, E. Cullen, M. Doo, S. Hutchinson, P. Maslin, J. Smith



Mission Statement

The mission of the Education Programs is to contribute to the total educational experience of students enrolled at James Madison University; prepare qualified professionals for educational roles in NK-12 schools, business and organizational settings; contribute to the expanding knowledge bases of teaching and learning; and serve as a resource to the educational community.


Goals

  • Provide undergraduate and graduate curricula that emphasize life long learning into which cognitive, affective, social and cultural dimensions have been woven.
  • Engage in partnerships with schools, businesses and other pertinent organizations.
  • Enhance opportunities for faculty and students to integrate current technology in learning settings.
  • Increase the diversity of faculty and students in the Education Program.
  • Create an environment of open communication among students, faculty, staff and community.
  • Support faculty in their teaching, research and service, and in their continuing professional growth and development.
  • Participate in collaborative instructional and scholarly activities among faculty and programs of the university.
  • Enhance the visibility of the JMU Education Programs academic unit as a leader in professional education, both regionally and nationally.

Scholarship Information

Contact program coordinators for information on program- specific scholarships. Contact the office of the Assistant Dean for information concerning other scholarships available through the College of Education.


Teacher Education Programs  

The Early Childhood Education program is designed to meet teacher licensure requirements for grades PreK-3 and is offered at the undergraduate level. Students seeking licensure to teach at the PreK-3 level must be admitted to teacher education and should complete the Interdisciplinary Liberal Studies (IDLS) major and minor in Early Childhood Education. Students seeking licensure to teach PreK-6 must be admitted to teacher education and should complete the Interdisciplinary Liberal Studies (IDLS) major, complete the minor in Elementary Education and the M.A.T. in Elementary Education. Students wishing to add special education or early childhood special education to their PreK-3 license must complete the appropriate M.A.T. program.
To qualify for a license to teach in Middle (6 - 8), Secondary (6 - 12) and Special Education (K-12), students must complete an acceptable arts and sciences major, be admitted to teacher education and complete the undergraduate pre-professional program minor requirements and the appropriate Master’s degree.
Students planning to meet the requirements for teaching in elementary school, (Prek-6), middle school (6-8) or secondary school (6-12) must complete the Master of Arts in Teaching (M.A.T.) degree. Those planning to meet requirements in special education must complete the Master of Education (M.Ed.) degree. The undergraduate prerequisite requirements are described in the following program sections.
Undergraduate students wishing to pursue licensure to teach through one of the five year M.A.T. or M.Ed. programs described in this catalog, should:

  • Take the Graduate Record Examination and/or meet other requirements indicated by the respective program prior to submitting an application to the College of Graduate and Professional Programs;
  • Be fully admitted to teacher education before applying to the College of Graduate and Professional programs;
  • Apply for admission to the College of Graduate and Professional Programs during the spring semester of their junior year or the summer prior to their senior year; and
  • Complete all pre-professional studies requirements before enrolling in graduate courses in education.

See the JMU Graduate Catalog for more information on the requirements for the MAT and the M.Ed. degrees and for teacher licensure in the identified areas.


Early Childhood Education

Dr. Martha Ross, Program Coordinator
Phone: (540) 568-3473
E-mail: rossmk@jmu.edu

PreKindergarten through Third Grade

The early childhood program draws heavily from research and theories in child development and teaching and learning. Through course work and extensive field experiences, the teacher candidate is prepared to design activities that have an interdisciplinary focus, reflect an understanding of the individual child’s development and learning and support the young child in constructing knowledge about self and the world.
The JMU program prepares teachers for grades PreK-3 and is based on the following three assumptions:

  • Classroom teachers must have a strong liberal education.
  • Classroom teachers should possess a broad range of knowledge that provides a context for understanding individual behavior and major social issues in a modern democratic and technological society.
  • Classroom teachers must have professional preparation that develops critical thinking and problem-solving skills to become educational decision makers who consciously choose appropriate curriculum based on an understanding of how children develop and learn.

The courses in the Early Childhood program are sequentially organized throughout four semesters to help candidates develop an understanding of how children learn and interact in classroom settings as well as a familiarity with methods and materials appropriate for teaching. Field experiences are provided along with course work to enable candidates to apply their knowledge in a variety of classroom settings. Assessment occurs each semester and candidate's performance will be reviewed at each assessment gate and must demonstrate satisfactory performance before moving on to the next semester. Satisfactory performance includes a "C" or better in coursework, demonstration of professional behaviors, acceptable performance in practica and appropriate progress towards meeting program outcomes.

To be recommended for licensure in PreK-3, candidates must satisfy the following requirements:

  • Complete the General Education and degree requirements of the university
  • Complete a major in IDLS
  • Meet all admission and retention requirements for teacher education and the ECED program
  • Complete the 46 credit hour licensure program.

Candidates in this program must meet with the coordinator of the ECED program, declare the minor in early childhood education, be assigned a date to start the program, and be assigned an adviser in early childhood education in addition to their freshman or major adviser. A limited number of candidates can start the program each semester; therefore, candidates should meet with the ECED program coordinator during their first semester of enrollment at JMU.

Student Teaching

Candidates must apply to student teach one year prior to their student teaching semester. At that time, students must be fully accepted into teacher education, have passed the PPST exam, and have completed EDUC 360 and all early childhood course work with a grade of C or better. Students in the early childhood program must also register for ECED 481. Fieldwork in Family and Community during their student teaching semester.

Degree and Major Requirements

General Education requirements 1

41-44

Early Childhood Licensure Program

46

Interdisciplinary Liberal Studies Major

39-42


 

129 - 135

1 The General Education program contains a set of requirements each student must fulfill. The number of credit hours necessary to fulfill these requirements may vary.

Recommended Schedule for Early Childhood Education

The following program sample is intended as a guide for students planning to complete the minor in early childhood education. Individual students' enrollment and progress in the program will be influenced by the major, and the availability of space and student teaching placements. Students must complete a program plan with both the major adviser and the education adviser to ensure that individual course prerequisites are met.
Students should take General Education and major requirement courses during their freshman and sophomore years.

Third Year

Credit Hours

ECED 371. Practicum in Early Childhood Education

1

ECED 372. Introduction to Early Childhood Education

3

READ 366. Early Literacy Development and Acquisition

3

ECED 401D. Diversity and Differentiation

2

ECED 412. Science and Social Studies for the Young Child

3

ECED 441. Practicum in Child Development

1

ECED 442. Child Development

3

ECED 443. Practicum in Primary Grades

1

EDUC 360. Foundation of American Education

3

Major requirements

15


35



Fourth Year

Credit Hours

ECED 444. Children and Math

3

ECED 461. Practicum in Curriculum

3

ECED 480K. Student Teaching (kindergarten)

8

ECED 480P. Student Teaching (primary)

8

ECED 481. Fieldwork in Families and Communities

2

READ 436. Literacy Learning in the Elementary Grades

3

Major requirements

6


 

33


Elementary Education

Fourth through Sixth Grade

The Elementary Education Master of Arts in Teaching Program prepares candidates who already meet the requirements for licensure in PreK-3 to teach students in grades 4-6. Drawn from research and theories in child development, teaching, and learning, the course work and field experiences prepare teacher candidates to employ an interdisciplinary approach to instruction that reflects an understanding of the diverse nature of learners and their families.

Degree and Major Requirements

Candidates in the Elementary Program will complete the IDLS major or equivalent and the PreK-3 undergraduate minor and be accepted for graduate study. The program of study for elementary education is as follows:

Undergraduate Degree

General Education 1

41-44

Early Childhood Licensure Program

46

M.A.T. Program

 
Graduate Level Professional Studies

34

Interdisciplinary Liberal Studies Major

39-42


 

163-169

1 The General Education program contains a set of requirements each student must fulfill. The number of credit hours necessary to fulfill these requirements may vary.

Graduate Courses

Candidates beginning the graduate portion of the program must meet all College of Graduate and Professional Programs requirements and criteria for admission; it is expected that students will complete the admission process during their senior year. In addition, students must meet all graduate level graduation requirements.

ELED 570. Developmentally Appr. Methods and Technology

3

ELED 571. Practicum

1

ELED 581. Teaching Math. In Grades 4-6

3

ELED 582. Teaching Science in Grades 4-6

3

ELED 583. Integrating Humanities and Social Science

3

ELED 584. Integrated Field Experience

3

ELED 613. Issues in Elementary/Middle Education

3

ELED 632. Inquiry in Elementary Education

3

ELED 633. Seminar in Education

2

ELED 680. Student Teaching

4

SPED 520. Differentiation of Instruction

3

READ 590. Reading Across the Curriculum

3


34



Middle Education

Grades Six through Eight

Dr. LouAnn Lovin, Coordinator

Phone (540) 568-6701
Email: lovinla@jmu.edu

The undergraduate pre-professional program in middle education is designed to prepare teachers of grades 6 through 8. This program provides the requisite course offerings and experiences that form the foundation for admission to the Master of Arts in Teaching (M.A.T.) program. Completion of the MAT program is required for a licensure recommendation from the Middle Education program at JMU. Teacher candidates must meet a set of content and subject-specific criteria that are established and required by the Commonwealth of Virginia. In Virginia and many other states, middle grades teachers must meet minimum preparation requirements in two of the four core subject areas (mathematics, social studies/history, science, English/language arts). In order to meet these requirements, students are advised to major in Interdisciplinary Liberal Studies, a major that will allow them to hold dual content concentrations as well as meet the necessary subject-matter competencies.
The Middle Education program enables teacher candidates to become knowledgeable about the developmental characteristics of this unique age group, and to create, design, and implement curriculum activities that are interdisciplinary in nature and related directly to the social, emotional, physical, and intellectual needs of children between the ages of 10 and 14. In addition, the program prepares teachers who have knowledge and expertise in two specific subject areas.
The JMU Middle Education program is based on the following four assumptions:

  • Classroom teachers should possess a broad liberal education that provides a context for understanding individual behavior and major social issues in a contemporary democratic and technological society.
  • Middle level classroom teachers should possess extensive knowledge and expertise in the content areas in which they teach and understand essential interdisciplinary concepts related to the respective content areas.
  • Middle level classroom teachers must have extensive professional knowledge and be able to practice and demonstrate teaching skills that are effective and appropriate for students between the ages of 10 and 14.
  • Middle level classroom teachers must have strong problem-solving skills, must be reflective in professional thought and practice, and must be ethically, morally and professionally responsible.

Students should consult with the program coordinator early during the freshman year or as soon thereafter as possible to obtain information concerning the general education requirements for the IDLS major, and the requirements for admission to Teacher Education.
It is important for students to understand that they must meet the requirements for a baccalaureate degree and successfully complete all undergraduate pre-professional courses and experiences prior to being admitted to the M.A.T. program. Admission to and satisfactory completion of the M.A.T. program are required for a recommendation from James Madison University for licensure in Middle Education at JMU.
Students should note that prerequisites are required for many of the courses included in the pre-professional Middle Education program. Exceptions to meeting those requirements must be approved by the program coordinator and the dean of the College of Education. Students should also note that actual requirements may differ from the catalog requirements listed because of changes enacted by the Virginia Department of Education or other accrediting agencies after the catalog copy is approved. Therefore, it is especially important for students to confer with advisers and program coordinators on a regular basis.
Completion of the five-year professional program in Middle Education is designed to lead to a Virginia teaching license with an endorsement in middle education. To be recommended for licensure, all students must meet the following requirements:

  • Complete General Education and IDLS requirements
  • Complete the middle education pre-professional program
  • Meet all admission and retention criteria for teacher education including satisfactory Praxis I & II scores
  • Meet admission requirements for the middle education M.A.T. program
  • Complete the graduate portion of the licensure program
  • Meet performance and behavior standards as indicated by ratings on the program Professional Behaviors Checklist

Degree and Major Requirements

BA/BS Undergraduate Degree

General Education 1
Interdisciplinary Liberal Studies Major
Pre-Professional Studies in Education

41-44
39-42
35

MAT Program

 
Graduate Level Professional Studies

31


 

146-152

1 The General Education program contains a set of requirements each student must fulfill. The number of credit hours necessary to fulfill these requirements may vary.

Recommended Schedule for Middle Education

Undergraduate Course Requirements

GPSYC 160. Life Span Human Development

3

EDUC 360. Foundations of American Education

3

EDUC 310. Teaching in a Diverse Society

3

EDUC 311. Practicum I Field Experience in Middle and Secondary Education

2

READ 312. Reading and Writing across the Curriculum in the Middle Grades

3

MSSE 370. General Methods and Technology

3

MSSE 371. Practicum II

2

READ 472. Literacy, Assessment, and Instruction in Content Areas for the
Middle Grades

3

MSSE 470. Content Methods Courses

6

(Complete two in appropriate areas)
MSSE 470B. English/Language Arts
MSSE 470H. Social Studies
MSSE 470I. Science
MSSE 470K. Mathematics

MSSE 471. Field Experience in Middle and Secondary Education 1

4

SPED 460. Differentiation of Instruction and Academic Collaboration

3


 

35

1 Choose practicum to correlate with the two content 470 courses. Students complete course twice in appropriate content for a total of 4 credit hours.

Graduate Courses

Students beginning the graduate portion of the program must meet all College of Graduate and Professional Programs requirements and criteria for admission; it is expected that students will complete the graduate admission process early in their senior year. In addition, students must meet all graduate level graduation requirements (comprehensive project, etc.) See the Graduate Catalog for additional details.

Required Courses

Credit Hours

EDUC 540. Educational Technology

3

SPED 512. Behavior Management in the Classroom

3

MSSE 630. Inquiry in the Classroom

3

MSSE 580. Internship

8

MSSE 650. Internship Seminar

2

MIED 610. Collaborative Leadership in Schools

3

MIED 620. Applied Research in Middle Education

3

MIED 656. Seminar in Middle Education

3

Approved Electives

3


31



Secondary Education

Dr. Barbara Stern, Program Coordinator

Phone: (540) 568-6791
E-mail: sternbs@jmu.edu

Grades Six through Twelve

The undergraduate program in Secondary Education is designed to provide students with the prerequisite course offerings and experiences that form the required foundation for admission to the Master of Arts in Teaching (M.A.T.) Program. (Completion of the M.A.T. program is required for a recommendation for licensure in secondary education through JMU.) Undergraduate students who are planning to pursue licensure to teach in an academic area at the secondary school level should complete the 22 credit pre-professional program in education. Students should also complete a major or the equivalent in one of the arts and sciences disciplines closely associated with the desired teaching area. The state approved licensure areas in the secondary education program at JMU include English, foreign languages, mathematics, the natural sciences, and social studies. Foreign languages is a PreK-12 licensure area that is based in Secondary Education. Licensure programs for other teaching areas are available as add- on programs. Students should contact the program coordinator for information concerning those programs.
Students should consult with the program coordinator or an adviser in secondary education early during the freshman year or as soon thereafter as possible to obtain information concerning completing the related general education and content area requirements, as well as the undergraduate and graduate education requirements. It is important for students to understand that they must meet the requirements for a baccalaureate degree and that the appropriate undergraduate pre- professional courses and experiences must be completed satisfactorily before they will be admitted to the M.A.T. program. Students must earn a grade of "C" or better in all required pre-professional undergraduate courses in the education program to continue in and complete the program. (Consult the graduate catalog for MAT graduate requirements). Admission to and the satisfactory completion of the M.A.T. program are required for a recommendation through JMU for a teaching license at the secondary school level.
Students should note that prerequisites are required for many of the courses included in the pre-professional secondary education program. Exceptions to meeting those requirements must be approved by the program coordinator and the dean of the College of Education. Students should also note that actual teacher licensure requirements may differ from the catalog requirements listed for a program because of changes enacted by the Virginia Department of Education or accrediting agencies after the catalog copy is approved. Therefore, it is important to confer with advisers and program coordinators on a regular basis.
The Secondary Education licensure program is an integrated program of undergraduate and graduate requirements and experiences. Students should not enroll in the course offerings or program components for the purpose of transferring credits to another institution, prior to checking with that institution, because equivalent offerings may not exist there.
The program in secondary education, including the undergraduate component and the M.A.T., is designed to prepare teachers who are reflective decision-makers. Teachers who are reflective decision-makers are able to choose from among known educational alternatives to maximize student learning in a variety of instructional situations.

Degree and Major Requirements

BA/BS Undergraduate Degree

General Education 1
Discipline Major
Pre-Professional Studies in Education

41-44
36-60
22

MAT Program (Graduate)

 
Graduate Level Professional Studies

31


 

130-157

1 The General Education program contains a set of requirements each student must fulfill. The number of credit hours necessary to fulfill these requirements may vary.

Recommended Schedule for Secondary Education

The requirements listed below comprise the pre-professional (undergraduate) education program in secondary education. The courses listed must be satisfactorily completed prior to full admission to teacher education and to the graduate MAT program.
Requirements should be completed in the following sequence:

First Year

Credit Hours

MSSE 101. Orientation to the Profession
         (optional but recommended).

1

Second Year

GPSYC 160. Life Span Human Development

3

EDUC 360. Foundations of American Education

3

Students must declare the Secondary Education minor and submit an Admission to Initial Licensure Programs application (AR-1 form) to the Education Support Center prior to enrolling in the remaining courses. The first three courses listed are corequisite offerings and must be completed before enrolling in the next three courses that are also corequisites.

Third and Fourth Years

EDUC 310. Teaching in a Diverse Society

3

EDUC 311. Field Experience in Middle and Secondary Education

2

READ 312. Reading and Writing Across the

3

Curriculum in the Middle and Secondary Grades

MSSE 370. General Teaching Methods and

3

Instructional Technology

MSSE 371. Field Experience in Middle and Secondary

2

Education, Practicum II

READ 472. Literacy Assessment and Instruction in the

3

Content Areas for Middle and Secondary Grades


22-23

Graduate Courses

Before beginning the graduate portion of the professional program, candidates must meet all criteria for admission to teacher education and for admission to the College of Graduate and Professional Programs. Candidates are expected to complete the admission processes early in their senior year. Candidates must meet all additional requirements of the program and the College of Graduate and Professional Programs before completing the program. See the Graduate Catalog for additional information. The following courses are required for completion of the graduate portion of the licensure program in secondary education.

MSSE 607. Middle and Secondary School Curriculum and
          Co-Curriculum in Content

2

MSSE 625. Learning and Assessment in Middle and
          Secondary Education

2

EDUC 540. Educational Technology

3

SPED 512. Behavior Management in the Classroom

3

MSSE 630. Inquiry in Education

3

SPED 520. Differentiation of Instruction and Academic
          Collaboration

3

MSSE 570. Methods of Teaching, Grades 6-12

3

MSSE 571. Field Experience in Middle and Secondary
          Education, Practicum III

2

MSSE 675. Internship in Middle and Secondary Education

8

MSSE 650. Internship Seminar

2


31



Foreign Language Education PreK-12

The licensure program in Foreign Languages is based in the Secondary Education program, but it may lead to a PreK-12 license. The Foreign Language program differs from the secondary (6-12) programs in that licensure candidates must take EDUC 570, Methods of Language Teaching, and their practicum, EDUC 571, must include field experiences at the elementary (PreK-6) school level. The content of EDUC 570 includes coverage of teaching foreign language methods for elementary school children as well as teaching foreign language to middle and high school students. The required practicum experiences include observations and teaching experiences across the PreK-12 grade levels. Candidates seeking Foreign Language certification are required to complete 22 credits of pre-professional studies in education at the undergraduate level and 31 credits in professional studies at the graduate level. Foreign language students register for EDUC 675M and 675S Internships.

Program Advisory System

Freshman students planning to become teachers in secondary schools are advised to enroll in MSSE 101, Orientation to the Profession. Students should contact an education adviser concerning job opportunities in the various secondary subject areas, proper sequence of education courses, practicum opportunities in local secondary schools, and special programs. By consulting regularly with their program adviser in secondary education, students can continually evaluate their academic objectives.


Teaching English as a Second Language

Dr. Solange Lopes-Murphy, Adviser

Phone: (540) 568-2936
E-mail: lopesmsa@jmu.edu

The Teaching English as a Second Language (TESL) program is designed to enable students to complete the minor and add the TESL teaching area to another area in which they are licensed to teach. Although the focus of the program is on satisfying the requirements for teaching English as a Second Language, candidates who are interested in second language acquisition may complete the TESL minor without completing all of the teacher licensure requirements. Candidates must complete requirements beyond those courses listed in the minor in order to be recommended for TESL licensure. Candidates interested in teacher licensure should consult with the program adviser.
The mission of the minor in Teaching English as a Second Language is to prepare students to work effectively in promoting English language acquisition by children and adults who have not used English as their primary language. The minor will also serve to develop knowledge of cross-cultural education. The TESL minor draws heavily upon theories of linguistics, research on social and cultural variables that influence second language acquisition, and the knowledge required to facilitate second language learning.

Required Courses

Credit Hours

SCOM 248. Intercultural Communication or
          another course in the field of Diversity and Multiculturalism

3

EDUC 422/522. Concepts in Second Language
          Acquisition Research and Application

3

EDUC 425/525. Cross-Cultural Education

3

EDUC 428/528. Assessment for Curriculum
          Development in English as a Second Language

3

EDUC 490. Special Topics in Education
          when topic is Linguistics for Language Teachers

3

READ 430. Development, Assessment and Instruction of Literacy

3


18

Licensure to Teach ESL

Nursery School and Kindergarten through Grade Twelve Through the state approved program at James Madison University, individuals who have completed requirements for an initial teaching license and for the TESL minor can complete the additional requirements to add English as a Second Language (ESL) to the license to teach in the public schools of Virginia. Candidates currently enrolled in initial teaching licensure programs may complete the TESL minor and licensure requirements in conjunction with completing their other preparation program or complete the additional teaching license requirements as post-baccalaureate students.
Individuals who complete the program are prepared to design activities to accommodate the linguistic and social needs of ESL students in nursery school through grade twelve and to serve as resource persons for classroom teachers.
The requirements for adding the ESL teaching endorsement are:

  • Completion of teacher licensure requirements in another teaching area prior to completing this program.
  • Completion of course work in a language other than English with proficiency at the intermediate level or above as determined by the JMU Foreign Language Department.
  • Completion of the 18-credit hour minor in TESL (outlined above) and the 12 hours of professional courses given below.

Additional Requirements for Licensure

Credit Hours

A Modern Foreign Language

6

EDUC 381. Field Experience in English as a Second Language

3

EDUC 570. Methods of Language Teaching

3


12

The ESL teacher preparation program is based upon three major assumptions:

  • ESL teachers need to develop theories of teaching and learning, understand the nature of teacher decision-making in working with non-native language speakers, and develop their personal strategies for self-awareness and self-evaluation.
  • ESL teachers should have proficiency at the intermediate level in at least one language other than English and possess a broad range of knowledge which provides the cultural context for teaching students from differing cultural backgrounds.
  • ESL teachers must be reflective decision- makers based upon professional preparation that develops critical thinking and problem-solving skills.

The primary mission of the Teching English as a Second Language program is the preparation of ESL teachers for the public schools of Virginia. The teachers will have knowledge and experiences designed to help them serve in educational settings as resource personnel to:

  • help accommodate the linguistic and social needs of ESL students;
  • assess the quality of curricular and teaching practices for non-native students in regular classrooms;
  • and contribute to the development and improvement of ESL and content-based education to students of other languages.

Vocational Education Courses

For persons employed by school divisions, to teach in vocational programs, the following courses are available and can be used by trade and industrial education teachers to upgrade their provisional license to the technical professional teaching license.

Credit Hours

GPSYC 160. Life Span Human Development

3

EDUC 370. Instructional Technology

3

VOED 383. Curriculum and Instructional Procedures in VOED

3


12



Special Education

Dr. Karen Santos, Program Coordinator

Phone: (540) 568-6193
E-mail: santoske@jmu.edu

The undergraduate, pre-professional program in special education complements a professionally oriented master's degree program designed to prepare special education teachers. This program provides the requisite course offerings and experiences that form the foundation for admission to the Master of Education (M.Ed.) degree program in special education. Completion of the M.Ed. program is required for K-12 licensure in special education in the areas of emotional disturbance, learning disabilities or mental retardation and the area of early childhood special education (ECSE) birth - age five. The special education program also offers an 18 credit hour non-teaching, undergraduate minor.
Teacher candidates completing the professional licensure program must meet a set of content and specific teaching area criteria that has been established by the Commonwealth of Virginia as well as most other states. In order to meet these requirements, students are advised to major in a liberal arts or science major. The Interdisciplinary Liberal Studies (IDLS), a major that provides students in the pre-professional program extended breadth and integration across the content areas of english/language arts, history/social studies, mathematics and the natural sciences is recommended though other majors may be selected with the approval of the special education coordinator.
The special education pre-professional program enables one to become knowledgeable about the characteristics, diagnosis and remediation of children with developmental delays, learning and behavior problems. Study in the areas of emotional disturbance, learning disabilities and mental retardation is included and students completing the five-year licensure program are prepared to serve as teachers of students with disabilities in a variety of educational placements. The licensure program is designed to prepare resilient educators who are advocates for children and youth with disabilities, are qualified for the complexity of their professional roles and are reflective problem-solvers. The program includes extensive field experiences.
Students should consult with the program coordinator early during the freshman year or as soon thereafter as possible to obtain information concerning General Education, IDLS or other liberal arts or science majors, and special education requirements as well as the requirements for admission to Teacher Education. It is important for students to understand that they must meet the requirements for a baccalaureate degree and successfully complete all undergraduate pre-professional courses and experiences prior to being fully admitted to the M.Ed. program. Satisfactory completion of the M.Ed. program is required to be recommended for a teaching license in special education through JMU.
Students should note that prerequisites and corequisites are required for many of the courses included in the pre-professional special education program. Exceptions to meeting those requirements must be approved by the program coordinator.
Students should also be aware that program requirements may change at any time reflecting changes in teacher licensure enacted by the Virginia Department of Education or other accrediting agencies after the catalog copy is approved. Therefore, it is especially important for students to confer with their advisers and the program coordinator on a regular basis.

Program Requirements

Completion of the five-year professional program may lead to eligibility for a Virginia teaching license for three of the following areas for those selecting the school age (K - 12) track: emotional disturbance, learning disabilities and mental retardation. For students choosing the early childhood special education track, the program may lead to eligibility for a teaching license to teach children with disabilities, birth through age five.
To be recommended for licensure, all students must meet the following requirements:

  • Complete General Education and IDLS/liberal arts or science major requirements.
  • Complete the special education pre-professional program as it corresponds to the related teaching track.
  • Meet all admission and retention criteria for teacher education.
  • Meet admission requirements for the special education M.Ed. program.
  • Complete the graduate portion of the licensure program.

The following courses are included in the pre-professional (undergraduate) program in special education:

GPSYC 160. Life Span Human Development

3

CSD 300. Language Development (not ECSE)

3

EDUC 310. Teaching in a Diverse Society

3

SPED 312. Field Experience in Special Education and Diversity

1

EDUC 360. Foundations of American Education

3

SPED 440. Classroom Management and Professional Collaboration

3

EDUC 430. General Education Curriculum K-12 Overview

1

READ 430. Development, Assessment and Instruction of Literacy: K-12

3

MAED 430. Teaching Math in Grades K-12

3

SPED 200. Nature and Issues of Disabilities

3

SPED 300. Educational Technology for Students with Disabilities

1

SPED 310. Survey of Emotional/Behavioral Disorders

2

SPED 320. Survey of Learning Disabilities

2

SPED 330. Survey of Mental Retardation

2

SPED 340. Classroom Observation in Special Education

1

SPED 350. Psychoeducational Assessment of
          Learning and Behavior Problems

3

SPED 430. Practicum in General Education Methods

2

SPED 420. Developing and Managing the Special
          Education Instructional Program

1

SPED 450 Principles of Specialized Reading Instruction

3

SPED 470. Directed Practicum in Special Education

2

Candidates beginning the graduate portion of the program must meet all College of Graduate and Professional Programs requirements and criteria for admission; it is expected that students will complete the admission process early in their senior year. In addition, candidates must meet all graduate level graduation requirements. See the Graduate Catalog for additional details. The following courses are included in the graduate portion of the K-12 licensure program in special education. Note that courses relate to either the K-12 track or the early childhood special education (ECSE) track.

ECSE (Birth - Five) Track

Credit Hours

CSD 540. Language Disorders

3

MSSE 630. Inquiry in Education

3

SPED 505. Service Delivery Systems in Early Childhood
          Special Education

3

SPED 510. Systematic Behavioral Interventions

3

SPED 621. Introduction to Early Childhood Special Education

3

SPED 622. Assessment in Early Childhood Special Education

3

SPED 623. Programming in Early Childhood Special Education

3

SPED 625. Medical and Technological Aspects of Early
          Childhood Special Education

3

SPED 626. Practicum: Infants and Toddlers

3

SPED 627. Practicum: Early Childhood Special Education

3

SPED 650. Student Teaching in Special Education

6

SPED 650. Student Teaching in Special Education

4

SPED 670. Professional Practice Seminar

2

SPED 675. Applied Research in Special Education

3


SPED K - 12 Track

Credit Hours

SPED 500. Individualized Education Programs and
          Curriculum-Based Assessment

3

SPED 510. Systematic Behavioral Interventions

3

SPED 520. Differentiation of Instruction and
          Collaboration in Special Education

3

SPED 600. Instructional Methods in Special Education

3

SPED 610. Practicum in Special Education Instructional Methods

2

SPED 615. Transition Services for Students with Disabilities

3

MSSE 630. Inquiry in Education

3

SPED 650. Student Teaching in Special Education

6

SPED 650. Student Teaching in Special Education

6

SPED 670. Professional Practice Seminar

2

SPED 675. Applied Research in Special Education

3

Recommended Schedule for Special Education

First Year

Hours

Cluster One: Skills for the 21st Century

12

General Education courses

21


33

Second Year

Credit Hours

GPSYC 160. Life Span Human Development

3

SPED 200. Nature and Issues of Disabilities

3

EDUC 310. Teaching in a Diverse Society

3

SPED 312. Field Experience in Special Education and Diversity

1

EDUC 360. Foundations of American Education

3

General Education courses

8

Major Requirements

12


33

Third Year

Credit Hours

SPED 310. Survey of Emotional/Behavioral Disorders

2

SPED 320. Survey of Learning Disabilities

2

SPED 330. Survey of Mental Retardation

2

SPED 340. Classroom Observation in Special Education

1

EDUC 430. General Education Curriculum: K-12 Overview

1

READ 430. Development, Assessment, and Instruction
          of Literacy: K-12

3

MAED 430. Teaching Math in K-12 Grades

3

SPED 430. Practicum in General Education Methods

2

Major Requirements

12


28

Fourth Year

Credit Hours

CSD 300. Language Development

3

SPED 300. Educational Technology for Students with Disabilities

1

SPED 350. Psychoeducational Assessment
          of Learning and Behavior Problems

3

SPED 420. Developing and Managing the Special
          Education Instructional Program

3

SPED 440. Classroom Management and Professional
          Collaboration

3

SPED 450. Principles of Specialized Reading Instruction

3

SPED 470. Directed Practicum in Special Education

2

Major Requirements

18


36



Non-Teaching Minor Requirements

Special Education Minor

Dr. Karen Santos, Program Coordinator

Phone: (540) 568-6193
E-mail: santoske@jmu.edu

The non-teaching minor program in special education is designed for students in other major fields who wish to acquire professional knowledge related to assisting individuals with disabilities but who do not want to pursue Virginia teaching licensure. All students seeking to complete the minor must meet with the non-teaching program adviser to develop an approved program of study. The completion of 18 credit hours of course credit is required for the minor.

Required Courses

SPED 200. Nature and Issues of Disabilities

3

SPED 310. Survey of Emotional/Behavioral Disorders

2

SPED 320. Survey of Learning Disabilities

2

SPED 330. Survey of Mental Retardation

2

SPED 440. Classroom Management and Professional Collaboration

3

Electives (select six credits from the following)

6

SPED 202. Field Experiences in Special Education
SPED 300. Educational Technology for Students with Disabilities
SPED 490. Special Studies in Special Education (requires
permission of instructor)
CSD 420. Introduction to Sign Language
CSD 421. Sign Language II


19

Educational Media Minor

The minor program in educational media is designed for students preparing for employment in education, business, communications or any other field in which the communication of instructional or training messages is an integral part. Skills and knowledge gained in this minor are drawn from the following areas: learning strategies, group dynamics, equipment utilization, production and evaluation of materials, message design and locating information.
The educational media minor requires a minimum of 18 credit hours selected in consultation with an adviser for this program.

Required Courses

Credit Hours

EDUC 150. Information in Contemporary Society

3

EDUC 370. Instructional Technology

3

EDUC 332. Single Camera TV Operation

1

EDUC 336. Photography in Education

1

EDUC 339. Production of Instructional Materials

1

GPSYC 101. General Psychology

3

SCOM 260. Introduction to Public Relations

3

Elective(s) (approved by adviser)

3


18



Human Resource Development Minor

Dr. Diane L. Foucar-Szocki, Program Coordinator

Phone: (540) 568-6794
E-mail: foucardl@jmu.edu

The purpose of the human resource development minor is to provide students with a strong orientation in the skills necessary to develop and implement professional development and performance improvement programs and materials. It is designed to provide students from a wide variety of content disciplines additional experiences and skill bases to seek employment in public and private sectors in the fields of training and development and performance improvement. Students minoring in human resource development must complete 21 hours of course work, including EDUC 370.

Required Courses

HRD 240. Principles of Human Resource Development

3

HRD 245. Leadership in Organizational Settings

3

HRD 370. Occupational Task Analysis

3

EDUC 370. Instructional Technology

3

HRD 480. Learning in Adulthood

3

HRD 485. Development of Materials and Programs

3

Choose one of the following:

3

HRD 400. Occupational Internship
HRD 475. Seminar in Leadership
HRD 490. Special Studies in Human Resource Development

 

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