Department of Education, Special Education, Social Work and Communication Disorders
Lissa A. Power-deFur,
Ph. D. Chair
1. In collaboration with the Liberal Studies program, this Department offers the education coursework and experience for students who wish to be elementary education (PK – 6) teachers. Liberal Studies Elementary is the required major.
2. In collaboration with the Liberal Studies program, this Department offers the education coursework and experience for students who wish to be middle education teachers (6 – 8). Liberal Studies Middle is the required major.
3. A five-year program in special education with licensure in learning disabilities, emotional/behavioral disorders, and mild-moderate mental retardation K-12. Students must major in Liberal Studies and register for courses in the special education program. Students completing the undergraduate program will receive a bachelor’s degree in Liberal Studies and upon the completion of the fifth year will receive a master’s degree in special education. Students must complete the fifth year to be endorsed to teach special education.
4. A Master of Science in Education degree: Students interested in enrolling in one of the graduate programs need to consult the Longwood Graduate Catalog.
5. A Bachelor of Science or a Bachelor of Arts in Social Work.
6. A Bachelor of Science in Communication Sciences and Disorders.
7. A Masters of Science in Communication Sciences and Disorders. Students interested in the graduate program need to consult the Longwood Graduate Catalog.
Office of Professional Services
James E. Pirkle, Director
Darlene Smith, Administrative Assistant
Tia Pace, Administrative Assistant
Admission to Teacher Preparation
Applications for admission into the Teacher Preparation Program are available online at URL:http://www.longwood.edu/cehs/professional_services/index.htm.
Students must complete an online application for entry into the Teacher Preparation Program. Application and supporting materials must be on file in the Office of Professional Services by 5:00 p.m. on the last day of classes at the end of the first semester of the sophomore year. Students transferring with at least junior status must complete the application by the end of the fourth week in their second semester at Longwood. Matriculated students in their sophomore, junior or senior year, for whom Education is not the declared program of study but who wish to enter the Teacher Preparation Program, must schedule an appointment with the Professional Services Office to determine the deadline for application based upon their individual circumstances.
Specific deadlines regarding the application process are available on the Office of Professional Services website within the College of Education and Human Services.
Requirements for admission to the Teacher Preparation Program are:
1. Completed application.
2. Student Evaluation Checklist completed for the student by course instructors in EDUC 245 and EDUC 260, or PHED 280 and PHED 380, or SPED 202 and SPED 220, or in EDUC 245 and discipline-based introduction to teaching course(s). Two evaluations will be completed on each student and submitted directly to the Office of Professional Services at the time final grades for these courses are submitted to the Office of Registration.
3. Record of successful completion of Praxis I, or the equivalent passing score on the SAT or ACT.
4. Minimum grade of “C” in all EDUC, SPED, PHED, KNSL or discipline-based professional courses. At least two such courses must be completed before you are admitted.
5. Demonstration of competency in written and oral English. All students must earn no less than a “C” in English 150 or its equivalent for transfer students.
6. Overall grade point average of 2.50.
7. Note: Elementary, middle, secondary and PK-12 teacher education students will not be permitted to enroll in 300 – 400 level EDUC courses until all requirements above have been met and the application has been officially “accepted” and the student formally admitted into the Program. Upon such time, a grade of “Pass” in EDUC 299, Admission to the Teacher Preparation Program will be officially recorded on each student’s transcript. Special Education students will not be permitted to enroll in SPED 321 or SPED/EDUC courses above this level without a grade of “Pass” in EDUC 299, Admission to the Teacher Preparation Program.
Transfer students must apply for admission to the Teacher Preparation Program by the fourth week of their second semester at Longwood. All criteria listed above apply to transfer students with the exception that the Student Evaluation Checklist (recommendation) may be completed for only one course, and another from a Longwood instructor of choice, dependent on the student’s schedule during the first semester at Longwood. Additionally, transfer students may use their overall 2.5 (or higher) GPA from the transferring institution as one of the admission requirements.
“Licensure only" students must apply for admission to Teacher Preparation and must be accepted by the end of their first semester of professional course work at Longwood. Students must hold a baccalaureate degree from an accredited institution. Students who received their baccalaureate degree within three years prior to making application to the Teacher Preparation program must meet criteria 1, 3, 5, and 6 above. Students who received their baccalaureate degree over three or more years prior to making application to the Teacher Preparation program must meet criteria 1, 2, 3, and 6. Two letters of recommendation from a licensed teacher or school administrator or from a previous college level instructor are also required of any Licensure Only student.
Specific deadlines regarding the application process are available on the Office of Professional Services website. URL:http://www.longwood.edu/cehs/professional_services/index.htm.
Admission to Student Teaching
Applications for Admission to Student Teaching are available online from the Office of Professional Services Office website on the College of Education and Human Services webpage or via the following URL:https://www2.longwood.edu/ing5/surveys/MNNAJB.htm.
Students must complete the application and make an appointment for an interview with the Director of Professional Services two semesters prior to the Professional Semester (also referred to as the Student Teaching semester).
Requirements for admission to Student Teaching are:
1. Prior admission to Teacher Preparation Program.
2. Completed Student Teaching application.
3. Overall grade point average of at least 2.50.
4. Major grade point average of at least 2.50.
5. Two recommendations by professors in the Health, Recreation, and Kinesiology Department, or by professors in the student’s major department and in the Education, Special Education, Social Work department. The student is responsible for asking professors to complete the recommendations and providing an envelope to the professor addressed to “The Office of Professional Services, Hull 256”.
6. Demonstration of the physical and mental health necessary for the tasks associated with the teaching profession. Individuals who give evidence of a disability must demonstrate compensatory or supporting skills.
7. Evidence of the satisfactory completion of a broad background in general education.
8. Demonstration of adequate preparation in professional courses (EDUC, PHED, SPED, KNSL, professional courses in the student’s major) with a minimum grade of C in each course and overall grade point average in professional courses of at least 2.75.
Note: Any student denied admission to the Teacher Preparation Program or the Professional Semester (Student Teaching) may reapply when the acceptance criteria are met.
Praxis I and II:
All prospective teachers seeking initial licensure in Virginia are required to take and submit passing scores on all required PRAXIS exams. Information concerning the PRAXIS is available just outside the door of the Office of Professional Services. PRAXIS scores must be sent to the Director, Office of Professional Services, before an application for licensure can be transmitted to the Virginia State Department of Education.
Longwood will recommend a student for a Virginia teaching license when:
1. A passing score is reported in all relevant portions of Praxis I & II
2. The grade in student teaching is A, B, or C
3. The Overall and Major grade point average is at least 2.50, and
4. The grade point average for the professional semester is at least 2.75
5. A passing score on the Virginia Reading Assessment (for ES, SPED and Reading Specialist candidates).
Note: The Teacher Preparation Program at Longwood requires passing scores on Praxis I for admission to Teacher Preparation. This insures that beginning with the class of 2002 the passing rate for program completers will be 100%. Moreover, a passing score on the Praxis II exam is required for a Virginia State License, which also assures a program completer’s pass rate will be 100%.
Lee Banton, Ed.D.,
Emma Savage-Davis, Assistant Professor
Gerry Sokol, Ed.D., Assistant Professor
ELEMENTARY AND MIDDLE SCHOOL EDUCATION PROGRAM
The Department of Education, Special Education, Social Work, and Communication Disorders offers a 40-credit program in elementary education and in middle school education. Students completing these programs will be licensed to teach in Virginia with an endorsement in pre- school and kindergarten through sixth grade (PK-6) and/or sixth through eighth grade (6-8). Because most of the Liberal Studies major and the Education course sequence are required for both elementary and middle school endorsement, students are encouraged to consider seeking endorsement for both.
The Liberal Studies Major has been designed specifically for students seeking licensure to teach with an Elementary or Middle School Endorsement and is required. Requirements for the B.A. or B.S. Degree in Liberal Studies are listed elsewhere in the Catalog. By carefully planning each semester’s course work, students can use their electives to meet the requirements of the 40-credit elementary or middle school education program. After completing the degree and program requirements, students receive a B.A. or B.S. Degree in Liberal Studies and a license to teach with an endorsement in PK-6, 6-8; or both.
Students seeking teacher licensure and majoring in Liberal Studies will be assigned an academic advisor in Liberal Studies or Education. Such students declare Liberal Studies as their major by the end of the sophomore year and inform the Office of Registration that they will be majoring in Liberal Studies and seeking teacher licensure with an Elementary School Endorsement, a Middle School Endorsement or both.
Elementary and middle education teacher candidates participate each week in a semester of Partnership Program courses (requiring EDUC 325, 326, 327, 450, 451, and 452 for licensure in either or both elementary and middle school licensure) consisting of four days of on-site methodological preparation in reading/language arts, mathematics, science and social science; one-half of each of the four days is spent in the classrooms working with the children. Teacher candidates return each Friday to the campus for courses that focus upon exceptional learners and classroom management. Special education teacher candidates follow a modified form of this program.
Elementary Endorsement Requirements
The 40-credit Elementary School program consists of the following education courses:
EDUC 245 Human
Growth and Development/3 credits
EDUC 380 Classroom
EDUC 487 Classroom Management and System Issues/3 credits
EDUC 489 Survey of Exceptional Children/3 credits
* Students must earn a “Pass” in EDUC 299 before they will be permitted to enroll in any subsequent 300-400 level EDUC courses.
EDUC 400 Directed
Teaching in the Elementary and Middle School /11 credits
EDUC 405 Direct Teaching in the Middle School/11 credits
EDUC 488 Education Seminar/1credit
Middle School Endorsement Requirements
Students wishing to teach at the middle school level, grades 6 - 8, have three options.
1) If they wish to teach a single subject, they may major in that subject and seek 6-12 endorsement in it. (See below.) Practica(s): One practica at the middle level and one at the secondary level.
2) They may add middle grades (6-8) endorsement to the elementary endorsement (PK-6) by completing all Liberal Studies and Education requirements for elementary endorsement and adding specified courses in two subject concentrations as well as two middle school education courses, Education 327 and 452. These students should select Education 401 for student teaching. Practica(s): One practica at the primary level and one at the middle school level.
3) They may pursue middle school only endorsement by completing a reduced Liberal Studies core with two areas of concentration, by substituting middle school Education courses (Education 327 and 452) in place of elementary courses (Education 326 and 451) in the Elementary Endorsement requirements listed above, and by choosing Education 405 for student teaching. (See Liberal Studies catalog sections C, D, E, and F). Practica(s): Both practica at the middle school level in the selected areas of concentration.
SPECIAL EDUCATION, K-12
Students desiring to teach special education on the K-12 level will need to complete the five-year Liberal Studies/special education degree programs. A B.A. or B.S. degree in Liberal Studies will be awarded upon completion of the fourth year and a M.S. degree in Special Education will be awarded upon completion of the fifth year. Students will not be endorsed to teach special education until the completion of the fifth year.
Please read the undergraduate and graduate catalogs concerning the requirements relating to these two degrees.
SECONDARY EDUCATION PROGRAMS 6-12
To teach on the secondary level, a student must have an advisor in one of the departments listed above. A form in the Office of Registration must be completed indicating which major has been selected and that the secondary education program has also been selected. Each student will then be assigned a major advisor as well as a professional advisor in the EDUC Department. With careful scheduling, a student can complete all degree and program requirements in four years.
EDUC 245 Human Growth and Development/3
Methods course in the student’s major/3 credits (Please see undergraduate catalog for course number and title)
* Students must earn a “Pass” in EDUC 299 before they will be permitted to enroll in any subsequent 300-400 level EDUC courses.
Take in First Summer School session at end of freshman or sophomore year:
EDUC 265 Practicum I (middle school or secondary level)/3 credits
Take in First Summer School Session at end of sophomore or junior year:
EDUC 370 Practicum II (middle school or secondary level)/3 credits
(All courses listed above will be taken prior to enrolling in the Professional Semester. A minimum Cumulative 2.5 GPA is required. See undergraduate catalog for other requirements).
*EDUC 402 Directed Teaching in the
Secondary School/11 credits
*English majors take ENGL 482 instead of EDUC 402.
*Mathematics and computer science majors MATH 482 instead of EDUC 402
TEACHER EDUCATION PROGRAM PK-12
For students who want to teach art, modern languages (French, German, and Spanish), music, or physical education on the PK-12 level, please see the undergraduate catalog for the courses that need to be taken. Each program has different requirements. An academic/professional advisor will be assigned by that department. A professional advisor in the EDUC Department will not be assigned, but professional advisors in EDUC will be glad to help at any time. With careful scheduling, a student can complete all degree and program requirements in four years.
It may be possible for some teacher education students to add a second endorsement to a teaching license while completing degree and teacher education requirements. To receive an add-on endorsement, a student must minor in one of the disciplines listed below. Students must have the written permission of the chair of that department prior to declaring a minor. With careful scheduling, it may be possible for a student to complete degree requirements, teacher education program requirements, and an add-on endorsement, in four years.
EDUCATION COURSE DESCRIPTIONS
Writing Intensive Courses **
Speaking Intensive Courses ***
A special fee is charged for all practicum and student teaching courses. †
EDUCATION 205. Life and Career Preparation. This course is the design and management of the Longwood educational experience to establish vision, direction, and strategies for gaining knowledge, skills, and attitudes for life and career preparation. It is designed to challenge and support Sophomore Participants who are working with Senior Mentors in the Project Success Program. 1 credit.
EDUCATION 245. Human Growth and Development. A survey of physical, cognitive, and social-emotional development of human beings. Heredity and environmental influences will be stressed in the life-span study with specific emphasis upon prenatal through adolescent development. 3 credits.
EDUCATION 260. Introduction to the Teaching Profession. An overview of teaching and schooling that addresses the foundations of education and the professional aspects of teaching. Emphasis on the history and philosophy of education; school organization; governance; legal and financial issues; teacher preparation; professional development; practicum preparation; and lesson planning. 2 credits.
EDUCATION 265. Education Practicum I. An in-depth observation and participation practicum. Placed in public school settings for at least 60 hours under supervision of Longwood . In addition, instruction and follow-up will occur. 3 credits. †
EDUCATION 275. Educational Leadership I. Course is for Orientation Leaders who assist with the Longwood Seminar. Designed to prepare these leaders to work with professors and their first-year students in the Seminar. Prerequisite: Open to Student Orientation Leaders only and permission of instructor. 1 credit.
EDUCATION 295. Special Topics. Selected topics in Education. The topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change. 1-3 credits.
EDUCATION 299. Admission to Teacher Preparation. Required of all students applying for admission to teacher preparation programs. 0 credits.
EDUCATION 305. Practicum in Early Childhood. Study of the development of the preschool child and associated guidance, observation, teaching techniques and curriculum considerations. Prerequisite: EDUC 265. 3 credits.
EDUCATION 311-312. Studies Abroad. Primarily intended for transfer of credit earned abroad in courses in education. Prerequisite: EDUC 299. 1-18 credits.
EDUCATION 325. Introduction to Teaching Reading and Language Arts in the Elementary and Middle School (PK-8). Reading, both fiction and nonfiction, vocabulary, comprehension, speaking and listening skills, and study skills will be emphasized. Required for those seeking licensure at the elementary and/or middle school levels. Prerequisite: EDUC 260 or consent of the instructor. 2 credits. **
EDUCATION 326. Teaching Reading and Language Arts in the Elementary School (PK-6). Adaptive rates of reading for emergent and early literacy development will be emphasized as well as word recognition, and skills for content fields such as comprehension, word study, vocabulary, phonics, process writing and handwriting (manuscript). Literature based and basal reading instruction techniques will be included. Required for those seeking licensure at the elementary levels. Prerequisite: EDUC 260 and EDUC 299 or consent of instructor. 2 credits. **
EDUCATION 327. Teaching Reading and Language Arts in the Middle School Grades (6-8). This course will focus on reading and writing processes of early adolescents while addressing the language arts of speaking, listening, viewing, and visual representation. Special attention will be given to effective methods for teaching reading to learn, vocabulary, comprehension, and the writing process in order to meet the Virginia Standards of Learning in grades 6 -8 for the English/Language Arts. In addition, a variety of middle level literacy assessments will be examined to address the needs of diverse learners. Prerequisite: EDUC 260 and EDUC 299 or consent of the instructor. 2 credits. **
EDUCATION 370. Practicum II. Additional participation and micro-teaching processes in public school settings for at least 60 hours under Longwood supervision. In addition, instruction and follow-up will occur. Prerequisite: EDUC 265 and EDUC 299. 3 credits. †
EDUCATION 375. Intro to Residence Life. The Spring RA Class focuses on general areas related to understanding the mission and goals of residence life (the organization), as well as understanding theoretical perspectives related to student development. The course will utilize the process of experiential learning with emphasis placed on structured group exercises and experience, out-of-class observations, readings and group discussion. Prerequisite: EDUC 299. 1 credit.
EDUCATION 380. Classroom Assessment. Theory and practice in construction of teacher-made evaluation instruments with heavy emphasis upon test construction and alternative assessment. Includes study of standardized testing and an in-depth study of the Virginia Assessment program. Prerequisite: EDUC 299. 2 credits.
EDUCATION 415 (economics 415). Educator Oriented Course. Applying economics to environmental issues such as resource scarcity, pollution, property rights, garbage and recycling, oil spills, and endangered species. Students will learn how markets and prices can be used to help solve environmental problems. Course cannot be used toward credit towards economics major or minor in economics. Students cannot receive credit for both EDUC 415/ECON 415 and ECON 500 or both ECON 415/EDUC 415 and ECON 314. Prerequisite: EDUC 299. 3 credits.
EDUCATION 430. Teaching Reading in the Content Area. An analysis of skills and practices required in the content areas required for reading comprehension in middle and secondary grades 6-12, including question strategies in literal, interpretive, critical, evaluative comprehension, and techniques for fostering an appreciation of a variety of literature and independent reading. Corequisite: EDUC 455. Prerequisite: EDUC 299. 2 credits.
EDUCATION 450. Principles of Instruction. (PK-8). Methods of instruction in the elementary and middle school. The class will focus on generic teaching strategies, time utilization, teaching effectiveness research, and professional responsibilities. Required for those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 260 and EDUC 299 or consent of the instructor. 2 credits.
EDUCATION 451. Curriculum in the Elementary School (PK-6). This course will focus on mathematics, science, and social studies. Interdisciplinary units and content appropriate pedagogical approaches will be utilized to meet the Virginia standards of learning in grades PK-6. Required for those seeking a teaching license with an endorsement to teach at the elementary level. Prerequisite: EDUC 260 and EDUC 299 or consent of the instructor. 2 credits.
EDUCATION 452. Curriculum in the Middle School (6-8). This course will focus on mathematics, science, and social studies as they are taught within the structure and philosophy of the middle school. An examination of team planning, teacher-based guidance, the needs of young adolescents, and flexible scheduling as well as interdisciplinary units and content appropriate pedagogy will be used to meet the Virginia standards of learning in grades 6 -8. Required for all those seeking a teaching license with an endorsement to teach at the middle school level. Prerequisite: EDUC 260 and EDUC 299 or consent of the instructor. 2 credits.
EDUCATION 455. Principles of Secondary Education. Principles and methods of curriculum and instruction in the secondary school with an emphasis on Virginia SOL’s. Required of all majors seeking licensure at the secondary level. Prerequisites: EDUC 245, 260, and 299. Corequisite: EDUC 430. 1 credit.
EDUCATION 470. Mentoring Skills for Academic and Career Planning. This course is an exploration of the fundamental mentoring and guidance skills needed to promote effective academic and career planning. It is especially designed to prepare Senior Mentors to work with sophomore participants in the Project Success Program. Prerequisite: EDUC 299. 1 credit.
EDUCATION 475. Educational Leadership II. Course is for Orientation Leaders who assist with the Longwood Seminar for the second time. Designed to provide additional experiences for Orientation Leaders who work with professors and their first-year students. Prerequisite: EDUC 275 and 299 and permission of instructor. 1 credit.
EDUCATION 484. Media and Technology. A laboratory course concerned with the utilization of instructional media and computer technology in the learning process. Prerequisite: EDUC 299. 1 credit.
EDUCATION 487. Classroom Management and System Issues. An examination of classroom management techniques and the development of skills necessary to foster a supportive learning environment as well as examination of system problems and solutions within traditional education settings N, K-12. Prerequisite: EDUC 299. 3 credits.
EDUCATION 495. Special Topics. Selected topics in Education. The topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change. Prerequisite: EDUC 299. 1-3 credits.
EDUCATION 498. Honors Research in Education. Students conduct research in education under the direction of a faculty member and the Senior Honors Research Committee. May be repeated as 499. Prerequisite: EDUC 299. 3 credits.
The Professional Semester
All students in teacher education programs will participate in a professional semester in their senior year during the semester in which they engage in the student teaching practicum. The semester is divided into the ten-week practicum and a six-week flexible modular professional program. The semester offers a total of 18 semester hours credit.
EDUCATION 400. Directed Teaching in the Elementary and Middle School Required of all students in seeking elementary and middle school endorsements. Required of all students seeking licensure in grades PK-8. See prerequisites for student teaching. 11 credits. ***
EDUCATION 401 - Directed Teaching in the Elementary School. Required of all students seeking licensure to teach elementary school (grades PK-6). See prerequisites for student teaching. 11 credits.† ***
EDUCATION 402. Directed Teaching in the Secondary School. Required of all students in the secondary education curricula. See prerequisites for student teaching. 11 credits. †
EDUCATION 403. Directed Elementary Teaching for Art and Music. See prerequisites for student teaching. 6 credits. †
EDUCATION 404. Directed Secondary Teaching for Art and Music. See prerequisites for student teaching. 5 credits. †
EDUCATION 405 - Directed Teaching in the Middle School. Required of all students seeking licensure to teach middle school (grades 6-8). See prerequisites for student teaching. 11 credits. † ***
EDUCATION 406. Directed Teaching in LD/EBD/MR. Required of all students preparing to teach in Special Education. Directed teaching of students with mild to moderate disabilities (LD/EBD/MR). See prerequisites for student teaching. 11 credits. † ***
EDUCATION 488. Education Seminar. A series of discussions concerned with orientation to the teaching profession, the American school system, trends and innovations in education, and current research. See prerequisites for student teaching. 1 credit.
Note: All courses within the Professional Semester as well as other education courses, allow for the understanding and application of multi-cultural concepts.
Graduate Courses for Seniors:
See Director of Graduate Studies for details. Also see Graduate Catalog.
Peggy Agee, M.
Ph. D., Assistant Professor
The Bachelor of Science degree program in Communication Sciences and Disorders is a pre-professional program that provides academic training in the normal processes of speech, language, hearing, and their associated pathologies. The coursework provides the foundation for pursuing a master's degree in speech-language pathology or audiology, the entry-level degree in the profession. One of the objectives of the CSDS undergraduate program is to prepare students to apply to graduate school in Communication Disorders.
All freshmen and sophomores entering the College of Education and Human Services (CEHS) wishing to pursue a bachelor’s degree in Communication Sciences and Disorders (CSDS) will be admitted as Pre-CSDS majors, pending their successful completion of the criteria for formal admission to the Communication Sciences and Disorders program.
Students may enroll in a few selected courses required for the CSDS major (CSDS 201, CSDS 206, CSDS 285, CSDS 290, COMM 101 and EDUC 245) while they are classified as pre-CSDS majors. Each student will receive personalized academic counseling from full-time faculty in the Communication Disorders Program.
Students transferring from other colleges and universities entering Longwood University with junior level standing may enter the College of Education and Human Services with a declared major in Communication Sciences and Disorders as long as they have met the criteria listed below at their previous institution.
Admission to the Communication Disorders program is contingent upon the student satisfactorily completing the following pre-requisites:
COMMUNICATION DISORDERS MAJOR, B.S. Degree
Goal 12: Choose one of the following courses:
PSYC 371 or PSYC
373 or PSYC 375 or PSYC 384. Successful completion of any
Statistical Decision Making (3 credits)
To satisfy major requirements for graduation, students majoring in Communication Disorders must earn a grade of no less than C in all CSDS courses and an overall GPA of 2.75.
CSDS 201 INTRODUCTION TO COMMUNICATION DISORDERS
CSDS 206 INTRODUCTION TO SIGN LANGUAGE AND OTHER MODES OF COMMUNICATION FOR THE HEARING IMPAIRED
EDUC 245 HUMAN GROWTH AND DEVELOPMENT
CSDS 285 LANGUAGE DEVELOPMENT ACROSS THE LIFESPAN
CSDS 290 MORPHOLOGY AND SYNTAX
CSDS 307 PHONETICS
CSDS 313 ANATOMY AND PHYSIOLOGY OF SPEECH AND HEARING MECHANISMS
CSDS 314 PHONOLOGY AND LANGUAGE DISORDERS
CSDS 361 INTRODUCTION TO AUDIOLOGY AND HEARING SCIENCE
CSDS 430 LANGUAGE AND LITERACY
CSDS 450 SPEECH SCIENCE
CSDS 455 NEUROLOGY IN HUMAN COMMUNICATION
CSDS 489 INTRODUCTION TO CLINICAL PRACTICE
(One credit from CSDS 489 satisfies General Education Goal 15)
SPED 305 BEHAVIOR MANAGEMENT Part 1
SPED 489 SURVEY OF EXCEPTIONAL CHILDREN
EDUC 484 MEDIA AND TECHNOLOGY
COMM 101 ORAL COMMUNICATION
ENGL 380 CHILDREN’S LITERATURE
See Communication Disorders curriculum handbook for recommended electives.
E. Total credits required for a B.S. in Communication Disorders - 120
DISORDERS PROGRAM COURSE DESCRIPTIONS
***Speaking intensive course
CSDS 201 INTRODUCTION TO COMMUNICATION DISORDERS An overview of the field of communication disorders, including the professions of speech-language pathologist and audiologist. 3 credits
CSDS 206 INTRODUCTION TO SIGN LANGUAGE AND OTHER MODES OF COMMUNICATION FOR THE HEARING IMPAIRED To promote understanding of communication modalities used with Hearing Impaired persons, including cued language, speech reading, verbal communication, and to demonstrate proficiency in beginning sign language. 3 credits
CSDS 285 LANGUAGE DEVELOPMENT ACROSS THE LIFESPAN An introduction to the normal acquisition of language, including the components of language, the physical, social, and cognitive bases for language, theories of language development, and how language evolves from infancy through adulthood to senescence. Cultural influences on language development will also be explored. 3 credits
CSDS 290 MORPHOLOGY AND SYNTAX This course is designed to acquaint students with the morphologic and syntactic terminology used in the analysis of language samples. 1 credit
CSDS 295 SPECIAL TOPICS Selected topics in Communication Disorders The topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change 1-3 credits
CSDS 307 PHONETICS The phonetic structure of the English Language, its dialects and derivations; clinical application of the International Phonetic Alphabet 3 credits
CSDS 313 ANATOMY AND PHYSIOLOGY OF SPEECH AND HEARING MECHANISMS Anatomical structures of the human communication system and the physiology of inter-related movements Pre-requisite: Biology 101 or permission of instructor 3 credits
CSDS 314 PHONOLOGY AND LANGUAGE DISORDERS The identification and evaluation of phonological and language disorders in children and adolescents, etiological factors, and basic assessment and management procedures for a culturally and linguistically diverse populations Prerequisites: CSDS 285 & 307 or permission of instructor. 3 credits
CSDS 361 INTRODUCTION TO AUDIOLOGY AND HEARING SCIENCE Physics of sound; physiology of hearing; types and amounts of hearing loss; hearing evaluation: audiometry. Prerequisite: CSDS 313 or consent of instructor. 3 credits
CSDS 430 LANGUAGE
Overview of the relationship between language and literacy Learning
outcomes target the specific skills for professionals in communication
disorders including: phonological and phonemic awareness, development of
expressive language, and a focus on collaborative practice with
classroom teachers. Therapeutic strategies, which integrate listening,
thinking, speaking, reading and writing, are targeted for all children.
Prerequisite: CSDS 314 or consent of instructor. 3 credits **
CSDS 455 NEUROLOGY IN HUMAN COMMUNICATION An overview of neurology as it relates to communication and communication disorders. Prerequisite: CSDS 313. 3 credits
CSDS 489 INTRODUCTION TO CLINICAL PRACTICE Class instruction related to clinical methods and practicum experience plus 20 hours field experience with a Speech-Language Pathologist or Audiologist Prerequisites: CSDS 314 or consent of instructor 2 credits ** and ***
CSDS 495 SPECIAL TOPICS Selected topics in Communication Disorders. The topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change Prerequisite: CSDS 314 1-3 credits.
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