Department of Education and Special Education

Peggy L. Tarpley, Chair
Bonnie Campbell, Administrative Assistant

Faculty
Gretchen Braun, PhD, Assistant Professor and Elementary Education Coordinator-Graduate
Audrey Church, MS, Assistant Professor and School Library Media Coordinator-Graduate
Don Fleming, PhD, Assistant Professor
Frank Howe, PhD, Professor and Guidance and Counseling Coordinator-Graduate
Susan Jones, EdD, Assistant Professor
Stephen Keith, EdD, Assistant Professor
David Locascio, PhD, Assistant Professor and Middle School Education Coordinator-Undergraduate
Marilyn Osborn, EdS, Assistant Professor and Elementary Education Coordinator-Undergraduate
Jeannine Perry, PhD, Assistant Professor and Literacy and Culture Coordinator-Graduate
Nancy Powers,PhD, Assistant Professor
Frances Reeve, MSLS, Associate Professor
James Riley, PhD, Associate Professor
Gerry Sokol, EdD, Assistant Professor and Educational Leadership Coordinator-Graduate
John Sturtz, MEd, Assistant Professor
Wayne K. White, EdD, Associate Professor
Barbara Williams, PhD, Assistant Professor
Katherine Weisendanger, PhD, Professor

 The Department of Education and Special Education offer the following programs of study:

1. Liberal Studies Elementary Education.  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.  Students are Liberal Studies Elementary majors.
2. Liberal Studies Middle School Education.  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).  Students are Liberal Studies Middle School majors.
3. Liberal Studies Special Education.  A five-year program in special education with licensure in learning disabilities, emotional/behavioral disorders, and mild-moderate mental retardation K-12.  Students are Liberal Studies Special Education majors.  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. Master of Science in Education degree.  The department offers the following graduate programs:  Literacy & Culture, Guidance & Counseling, Educational Leadership, Elementary Education, Special Education, and School Library Media.

Connie Ballard, EdD, Director

Judy Thomas, Administrative Assistant

The Office of Professional Services oversees and processes all student field experiences/practica paperwork as well as applications for the Teacher Preparation Program and Student Teaching.  All students are urged and expected to access the website frequently for news and updates:  http://www.longwood.edu/cehs/professional_services/index.htm.

Any student participating in a Longwood College of Education and Human Services course- or program-related extended field placement shall present evidence prior to placement that a criminal record background check has been completed in accordance to the requirements of the agency where the student is placed.  Students should confer with their specific program faculty to understand the placing agency’s requirements and the procedures they should follow to comply with these requirements.

Applications for admission into the Teacher Preparation Program are available online at URL: http://www.longwood.edu/cehs/professional_services/professional_services_info.htm#TeacherEducation

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.

Deadlines

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 Teacher Preparation Program.  Special Education students will not be permitted to enroll in SPED 321 or SPED/EDUC courses above this level unless they have been admitted 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.

Deadlines

Specific deadlines regarding the application process are available on the Office of Professional Services website. 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 http://www.longwood.edu/cehs/professional_services/Student%20Teaching%20Requirements.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.
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.

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 persons pursuing VA. Licensure in elementary education, special education or reading specialist.

6.    A passing score on the Virginia Communication & Literacy Assessment.

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%.

Students completing these programs will be licensed to teach in Virginia with an endorsement in kindergarten through sixth grade (pre-K-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 areas.

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 in the Catalog. With careful scheduling and attention to the requirements for admission to the teacher preparation program, a student can complete all degree and program requirements in four years.  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.

Dr. Enza McCauley is the Director of the Liberal Studies program. 

Elementary and middle education teacher candidates participate each week in a semester of Partnership Program courses (requiring EDUC 425, 426/427, 450, 451/452 for licensure in either or both elementary and middle school licensure).  The program consists 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.

The 40-credit Liberal Studies Elementary program consists of the following education courses:

EDUC 245 - Human Growth and Development/3 credits
EDUC 260 - Introduction to the Teaching Profession/2 credits
EDUC 425 - Teaching Reading and Language Arts in the Elementary School/2 credits
EDUC 426 - Teaching Reading and Language Arts in the Elementary Grades (PK-6)/2 credits

EDUC 380 - Classroom Assessment/2 credits

EDUC 381 - Media and Technology/1 credit
EDUC 450 - Principles of Instruction (PK-8)/2 credits
EDUC 451 - Curriculum in the Elementary School (PK-6)/2 credits
EDUC 487 - Classroom Management and System Issues/3 credits

EDUC 489 - Survey of Exceptional Children/3 credits

Practica: Two practica are required: one on the lower primary level and one on the upper primary level.

EDUC 265 Practicum I - Lower Primary or Upper Primary level/3 credits (Take in first session of summer school at end of freshman or sophomore year)

EDUC 370 Practicum II – Lower Primary or Upper Primary Level/3 credits (Prerequisite: EDUC 265 & EDUC 299) (Take in first session of summer school at end of sophomore or junior year)

(All of the above will be taken prior to enrolling in the Student Teaching. See office of professional services section for requirements for admission to Teacher Preparation and Student Teaching. A minimum cumulative 2.5 GPA is required. See undergraduate catalog for other requirements.)

*Students must be admitted to the Teacher Preparation Program 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
or
EDUC 401 Directed Teaching in the Elementary School / 11 credits

or

EDUC 405 Direct Teaching in the Middle School/11 credits

and

EDUC 488 Education Seminar/1credit

Students wishing to teach at the middle school level, grades 6 - 8, have three options:

1.     They may pursue middle school only endorsement by completing a Liberal Studies program with two areas of concentration, by completing the middle school education  courses (Education 427 and 452) and by choosing Education 405 for student teaching. They complete practica at the middle school level in the selected areas of concentration.

2.     They may add middle grades (6-8) endorsement to the elementary endorsement (pre-K-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 427 and 452. These students should select Education 401 for student teaching.  They complete One practica at the primary level and one at the middle school level.

3.     If they wish to teach a single subject, they may major in that subject and seek 6-12 endorsement in it. (See below.)  They complete one practica at the middle level and one at the secondary level.

Students desiring to teach special education on the K-12 level will need to complete the five-year Liberal Studies/Special Education program. A B.A. or B.S. degree in Liberal Studies will be awarded upon completion of the fourth year and a MS 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.

To teach on the secondary level, a student must have an advisor in one of the departments listed above. Further information on course requirements can be found in the section of this catalog related to that particular major. With careful scheduling, a student can complete all degree and program requirements in four years.

Professional Studies/20 credits

EDUC 245 Human Growth and Development/3 credits
EDUC 260 Introduction to the Teaching Profession/2 credits
EDUC 380 Classroom Assessment/2 credits

EDUC 381 Media and Technology/1 credit
EDUC 430 Teaching Reading in the Content Area/2 credits
EDUC 455 Principles of Secondary Education/1 credit
EDUC 487 Classroom Management & Systems/3 credits
SPED 489 Survey of Exceptional Children/3 credits
Methods course in the student’s major/3 credits (Please see undergraduate catalog for course number and title)

•        Students must be admitted to the Teacher Preparation Program before they will be permitted to enroll in any subsequent 300-400 level EDUC courses.

Practica/6 credits

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 Student Teaching
A minimum Cumulative 2.5 GPA is required.
See Office of Professional Services section.)

Professional Semester/12 credits

*EDUC 402 Directed Teaching in the Secondary School/11 credits
  EDUC488 Education Seminar/1 credit

*English majors take ENGL 482 instead of EDUC 402

*Mathematics and computer science majors take MATH 482 instead of EDUC 402

For students who want to teach art, modern languages (French, German, and Spanish), music, or physical education on the PK-12 level, please review the information under that department for the courses that need to be taken. An academic/professional advisor will be assigned by that department. 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 (EDUC)
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 311-312. Studies Abroad. Primarily intended for transfer of credit earned abroad in courses in education. Prerequisite: EDUC 299. 1-18 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 381. 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 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 425. 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 299, EDUC 380, EDUC 381. 2 credits. **

Education 426. 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 299, EDUC 380, EDUC 381,ENGL 380. 2 credits. **

Education 427. 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 299, EDUC 380, EDUC 381. 2 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. 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 299, EDUC 380, EDUC 381. 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 299, EDUC 380, EDUC 381. 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 299, EDUC 380, EDUC 381. 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 299. 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. 1 credit.

Education 473. Inquiry into the Classroom Community.  Prospective teachers will examine the principles of content planning (curriculum), effective methods of teaching content that reflects best practices (instruction), and demonstrate the alignment of curriculum with assessment.  Participants will complete a Teacher Work Sample in a 75 hour minimum supervised field placement prior to the Professional Internship.  Research that informs best practices for grades 6-12 student learning will be examined.  Prerequisites:  EDUC 380 and 381.  3 credits.

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 permission of instructor. 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.

LIBERAL STUDIES-SPECIAL EDUCATION PROGRAM

Faculty
Christopher Jones, PhD, Assistant Professor of Special Education
Rachel Mathews, EdD,  Professor of Special Education and Area Coordinator
Ruth L. Meese, PhD, Professor of Special Education
Peggy L. Tarpley, PhD, Associate Professor of Special Education

Longwood offers a five-year Liberal Studies-Special Education Program leading to a Master’s Degree with a concentration in Special Education in five years (graduate courses will need to be taken in the summer). This program is designed for students who want to become Special Education teachers.  Liberal Studies is the major for teacher education.  (See the Liberal Studies section of this Catalog.) Students graduate with a Bachelor’s Degree in Liberal Studies Special Education in four years.  Those who choose not to complete the fifth year of the program will not be licensed to teach in Special Education.

Course Sequence - Special Education

YEAR 1
SPED 202                Introduction to Special Education/3 credits
SPED 220                Practicum I/1 credit

YEAR 2
EDUC 299                Admission to Teacher Preparation/0 credits
SPED 305                Behavior Management, Part I/3 credits
SPED 306                Behavior Management, Part II/3 credits
SPED 316                Practicum in Behavior Management/1 credit
*SPED 306 and 316 must be taken concurrently.
** Students must be admitted to the Teacher Preparation Program before they will be permitted to enroll in SPED 321 or SPED/EDUC courses above this level. Information on meeting the requirement is available at the Office of Professional Services web site.  http://www.longwood.edu/cehs/professional_services/index.htm

YEAR 3
SPED 321 Reading and Language Arts for Students with LD, E/BD, and MR/3 credits
SPED 323 Practicum in Reading Assessment and Tutoring/1 credit
SPED 325 Introduction to Assessment/3 credits
*SPED 321, 323, and 325 must be taken concurrently.
SPED 322 Mathematics, Science, and Social Studies Adaptations for Students with LD, E/BD, and MR/3 credits
SPED 327 Practicum II/3 credits

YEAR 4
SPED 375 Language and Language Disorders/3 credits
SPED 482 Collaboration & Effective Communication Among School Personnel, Families, and Community Organizations/1 credit
EDUC 381 Media and Computer Technology/1 credit
EDUC 406 Directed Teaching in LD, E/BD, and MR/11 credits ***
EDUC 488 Education Seminar/1 credit

YEAR 5
EDUC 502 Research Design/3 credits
EDUC 521 Human Growth and Development/3 credits
EDUC 524 Emergent and Early Literacy Instruction/3 credits
 or EDUC 525 Intermediate Literacy Education/3 credits
EDUC 530 Teaching Reading in the Content Areas/3 credits
EDUC 620 School Law/3 credits
SPED 516 Medical and Neurological Problems of Exceptional Students/3 credits
SPED 530 Characteristics and Needs of Students With LD, E/BD, & MR/3 credits
SPED 545 Psychoeducational Assessment/3 credits
SPED 575 Career and Life Planning for Individuals With Disabilities/3 credits
SPED 600 Thesis Research/3 credits
  or SPED 601 Collaborative Special Education Research/3 credits
  or EDUC 699 Comprehensive Examination Option/0 credits***
SPED 689 Seminar of Current Issues in Special Education/3 credits
SPED 690 Internship/3 credits
***Students selecting the Comprehensive Examination option must complete a three-credit class in lieu of SPED 600 or SPED 601 and register for the comprehensive examination. (See Graduate Catalog). Suggested three-credit classes for the comprehensive examination option include: EDUC 549, EDUC 571, EDUC 681, PSYC 523, PSYC 552, PSYC 660, ART 543, MATH 623, MUSC 546, or SCED 562. The course selected must not have been taken during the undergraduate years.

MINOR IN SPECIAL EDUCATION

A special education minor may be pursued by students in any other major. Students who wish to minor take the following sequence of courses:

Required Courses/16 Credits
SPED 489 Survey of Exceptional Children /3 credits
SPED 305 Behavior Management, Part I/3 credits
SPED 306 Behavior Management, Part II/3 credits
SPED 316 Practicum in Behavior Management/1 credit
*SPED 306 and SPED 316 must be taken concurrently
SPED 325 Introduction to Assessment/3 credits
SPED 375 Language and Language Disorders/3 credits (except CSDS students)
3 Credits from the following
CSDS 206 Introduction to Sign Language/3 credits
EDUC 245 Human Growth and Development/3 credits
PSYC 101 Introduction to Psychology/3 credits
PSYC 356 Abnormal Psychology/3 credits
PSYC 357 Psychopathology of Childhood/3 credits

SPECIAL EDUCATION COURSE DESCRIPTIONS (SPED)

A special fee is charged for all practicum, student teaching, internship, and assessment courses. †
Writing Intensive Courses **

Special Education 202. Introduction to Special Education. Introduction to all exceptionalities included in special education; the psychology of exceptional learners and legislation pertaining to the education of students with disabilities. 3 credits.

Special Education 220. Practicum in Professional Role. This course is designed to give prospective special educators an early exposure to a wide variety of professional roles and responsibilities of various school personnel. 1 credit. †

Special Education 295. Special Topics. Selected topics in Special 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.

Special Education 305. Behavior Management Part I. Strategies for developing positive behavior intervention plans and supports from behavioral, cognitive, ecological, psychoeducational, and psychodynamic theories. 3 credits.

Special Education 306. Behavior Management Part II. A survey of applied behavior analysis techniques used in the management of behavior of students. 3 credits. ** Must be taken concurrently with SPED 316.

Special Education 311-312. Studies Abroad. Primarily intended for transfer of credit earned abroad in courses in special education. 1-18 credits.

Special Education 316. Practicum in Behavior Management. A field experience to observe behaviors exhibited by students who are at risk, or who are diagnosed as having learning disabilities, emotional/behavioral disorders, or mild-moderate mental retardation. This course must be taken concurrently with SPED 306. 1 credit. †

Special Education 321. Reading and Language Arts for Students with LD, E/BD, and MR. Research-based strategies for teaching reading and Language Arts to Students with Learning Disabilities, Emotional/Behavioral Disorders, or Mild-Moderate Mental Retardation. Emphasis on teacher-directed instruction and direct instructional teaching models. 3 credits Must be taken concurrently with SPED 323. Prerequisites: EDUC 299 and SPED 202.

Special Education 322. Mathematics, Science, and Social Studies Adaptations for Students with LD, E/BD, and MR. Emphasis on strategies, accommodations, modifications, and collaboration for content areas such as mathematics, social studies, and science. Prerequisites: EDUC 299 and SPED 202. 3 credits.

Special Education 323. Practicum in Reading Assessment and Tutoring. A field experience tutoring students with learning disabilities, emotional/behavioral disorders, or mild-moderate mental retardation in reading. Prerequisite: EDUC 299. 1 credit. Must be taken concurrently with SPED 321. †

Special Education 325. Introduction to Assessment. This course is designed to introduce students to the assessment process in special education by addressing foundational knowledge & issues surrounding the construction of IEP’s, curriculum-based measurement and assessment (CBM & CBA), and teacher-made tests. In addition, state assessments, such as SOL’s, will be discussed as they relate to special education students. 3 credits. ** Prerequisites: SPED 202 and EDUC 299.  Must be taken concurrently with SPED 321 and SPED 323.

Special Education 327. Practicum II. Advanced teaching experience with students having mild/moderate learning and behavioral problems. Prerequisites: SPED 305, 306 and EDUC 299. 3 credits. †

Special Education 375. Language and Language Disorders. A study of normal development of language and delayed language acquisition resulting from environmental and organic causes. Prerequisite: EDUC 299. 3 credits.

Special Education 450. Non-Violent Crisis Intervention. Safe methods to help human services workers provide care for violent individuals, non-verbal and verbal techniques to reduce anxiety, principles of personal safety, and physical restraint and control procedures. Prerequisites: Junior Level or above and permission of instructor. Prerequisite: EDUC 299. 1 credit. 

Special Education 482. Collaboration & Effective Communication Among School Personnel, Families, & Community Organizations. This course is designed to investigate the interaction and communication techniques necessary for teachers to support a student with disabilities in the least restrictive environment. The focus is on a collaborative/consultation model to be used in consultations with parents, teachers, administrators, and community agencies involved in the education of students with disabilities.1 credit. Prerequisites: SPED 202, 305, 306, 321, 322 and EDUC 299.

Special Education 489. Survey of Exceptional Children. An introduction to all disabilities in special education. Characteristics and needs of students with disabilities, legislation, litigation, inclusion, and the role of the classroom teacher as a member of the IEP team. Prerequisite: EDUC 299. 3 credits.

Special Education 495. Special Topics in Special Education. Selected topics in special education. The topics may vary from semester to semester. May be repeated for credit when topics change. Prerequisite: EDUC 299. 1-3 credits.

Special Education 498. Honors Research in Special Education. Students conduct research in special education under the direction of a faculty member and the Senior Honors Research Committee. May be repeated as 499. Prerequisite: EDUC 299. 3 credits.

Special Education 516. Medical and Neurological Problems of Exceptional Students. A comprehensive study of environmental/hereditary factors affecting the child with disabilities from the prenatal period through the school years. Educational strategies for accommodating medical and neurological conditions in the classroom. 3 credits.

Special Education 530. Characteristics of Students with Learning Disabilities, Emotional/Behavioral Disorders, or Mental Retardation. Definitions, theories of etiology, characteristics, basis for various strategies and management, and criteria for placement of students with learning disabilities, emotional/behavioral disorders, and mental retardation. 3 credits.

Special Education 545. Psychoeducational Assessment. Psychological and educational assessment, administration and interpretation of informal, curriculum-based, standardized, and criterion-referenced tests. Interpretation of test results as a basis for placement and instruction. 3 credits. †

Special Education 575. Career and Life Planning for Individuals with Disabilities. An in-depth study of preparatory skills for vocational opportunities for individuals with disabilities. An overview of social, leisure and recreational opportunities and assistive technology for individuals with disabilities. 3 credits.

Special Education 595. Special Topics in Special Education. Selected topics in special education. The topics may vary from semester to semester. May be repeated for credit when topics change. 1-3 credits.

Special Education 600. Thesis Research. This credit is awarded for the successful completion of a proposal, data collection, final thesis paper, and thesis presentation. If a student fails to complete the thesis during the semester enrolled, he/she may take an incomplete; however, the thesis must be finished by the end of the next academic semester. 3 credits.

Special Education 601. Collaborative Special Education Research. This credit is awarded for research conducted with a Longwood professor. A student will design, conduct, evaluate, discuss, and disseminate the results of his/her collaborative research project. The product of this research will be either an article submitted for possible publication in a professional journal or a product approved by the faculty committee. Prerequisite: SPED 689. 3 credits.

Special Education 689. Seminar of Current Issues in Special Education. A discussion of current selected issues in special education such as litigation, legislation, personnel preparation and research. 3 credits.

Special Education 690. Graduate Internship. A minimum of 200 clock hours in a public or private agency supervised by a faculty advisor in diagnosis, consultation, or research. Prerequisite: Professional semester. 3 credits. †