School of Education

Introduction to various fields of education , thought and practice with some emphasis on the , historical influences on our present system of , education. Study includes the role and place of , education in a democracy and principle and , practices in elementary and secondary schools. , Lecutures, discussions, demonstrations, films, , field trips, observation and participation in , elementary and secondary school classrooms are , provided. Conducted as a career decision seminar.

This course is designed to provide the , paraprofessional with some basic understanding of , the dynamics involved in the complex activity of , reading. In addition tips hints, and strategies , for supporting students with reading instruction , will be provided.

This course is designed to provide a period of, supervised observation and participation in early , childhood settings including the Norfolk State, University child development lab. All placement , will provide the paraprofessional with , opportunities to interact with culturally, , linquistically and academically diverse children.

Study of children's literature (prose and, poetry), and an appraisal of its value in meeting, the basic needs of the preschool, kindergarten,, and primary children. Emphasis on reading aloud,, storytelling, and choral speaking. Practical, experiences with children are required.

This is a lecture and experientially based course, that focuses on the development of creative, abilities ages three to six. Emphasis is placed on, planning teaching and learning experiences in art,, music, movement, nutrition, health, dramatic play,, sociallemotiinal development and computer, applications.

This course is designed to provide a period of, supervised educational experiences during which, the paraprofessional takes increasing , responsibility for a given group of pre-K through , 6th grade for a definite period of time. It is , organized on a semester basis with emphasis on , early-childhood elementary. All placement will , provide students with opportunities to interact , with culturally, linquistically and academically , diverse children.

Study of children's literature (prose and poetry),, and an appraisal of it's value in meeting the , basic needs of the preschool, kindergarten, and , primary children. Emphasis on reading aloud, , story telling, and choral speaking. Practical , experiences with children provided.

Contact the department for specific course information

Methods and techniques of teaching mathematics to, elementary school children. Includes preparation , and practice with materials in classroom , situtations. Designed especially to meet the , needs of elementary school teachers in grades K-6.

This is a lecture and experientially based course, that focuses on obsewation methods as it applies, to young children. Both formal and informal, assessment methoddogy and strategies to diagnose, and assess young children's learning and, development will be used to create developmentally, appropriate experiences. Candidates must complete, twenty hours of observation and participation.

Study of theories and methods of children's drama, and creative development with a concentration on, literacy and educational goals. Survey of, literature and production techniques. Practical, work in a production of a Children's Drama with an, emphasis on the pre-school years.

This course will focus on strategies for helping, child care personnel and parents work together, more effectively. This course will idenhfy how the, home, childcare settings/ schools, and community, interact and provide a forum for discussion of, ways in which these settings interact to affect, children's lives. Candidates are required to spend, 20 hours of observation and participation.

The purpose of this course is to expose you to the, administrative aspects of earty childhood, education. You will be introduced to a range of, administrative demands in different types of early, childhood centers as well as maintaining and, developing ongoing programs. Twenty observation, hours will be required for this class.

Emphasis on designing and implementing, developmentally appropriate learning, experiences for children ages 2 to 5 in a, child-care setting. Study of the role of the, child-care director, with an emphasis on, administrative tasks.

Contact the department for specific course information

This course is a lecture based course in which students will be expected to engage in readings, class discussions and participate in activities both in class and on Blackboard. The course will cover the history, philosophy, legislation, and practices of early and practices of early childhood special education. The purpose of this course is to provide students with an overview of the field's history, current trends, and future directions. Students will also have opportunities to form their own philosophies of early intervention. The course will encompass (1) the examination of federal legislation and policies related to early childhood education, (2) models of service delivery in early childhood special education, (3) social issues and societal events; including bias (e.g., cultural, linguistic) in curricula that affect early childhood special education programming (4) handicapping conditions and conditions that put children at-risk, (5) the role of the family and community supports, (6) inclusion, (7) transition issues, and (8) outcome and efficacy of early childhood special education, including adaptation of curricula for children and families with diverse socioeconomic, language, ethnic, and religious backgrounds, (10 hours) will be required for this class.

Study and application of theories, methods, and materials used in acquiring critical thinking, skills, with emphasis on areas of development and reinforcement include writing, schema, concept mapping, and multiple stimulus reinforcement.

This course is a comprehensive introduction to the growth and development of children from conception to nine years with emphasis on the major theories of development with an examination of physical, cognitive, language and social-emotional development for each chronological period. Requirements are twenty scheduled hours observing and participating in programs for children ages three to nine years. (Nursery/Kindergarten through grade four), with emphasis on techniques and strategies.

This course is designed to prepare teachers to implement an effective curriculum for children in grades preK-3. As a prerequisite, you will need to have adequate content knowledge to teach mathematics, science, reading, social studies, physical education, health and technology. The course will assist you in the development of a broad- based educational philosophy, extensive knowledge of human growth and development, practical experience with children, and the ability to digest and interpret a body of research about teaching and learning, creating learning communities, differentiating instruction for all learners, managing the classroom, assessment, the effective use of technology, and working with colleagues and parents. PRAXIS Principles of Learning and INTASC Standards will be covered. Ultimately, the goal is for you to use and apply theoretical and search knowledge to improve learning at the early childhood level.

This course is designed to teach pre- service teacher candidates how to prepare children for a lifetime of literacy appreciation and how to diagnose, correct, and remediate mild to moderately severe reading difficulties among children in grades kindergarten through six. Emphasis will be placed on developing students' competencies in teaching oral communication, phonemic awareness, phonics, fluency, vocabulary, text comprehension, and literature appreciation. Teacher candidates will also be provided with knowledge of ways to utilize various types of media to support literacy in classrooms, including technological media instruction.

Curriculum, instructional processes, learning environments and the professional responsibilities of teachers for linking knowledge of subject fields, pedagogy, classroom management and insights will be the thrust of this course. It will focus on fourth, fifth, and sixth grade curriculum and will also include three major components: Goal, setting, content, and methodology. Candidates are required spend twenty scheduled hours during the semester in a fourth, fifth or sixth grade classroom. They will plan, design, and implement activities. Videotaping of activities/lessons, demonstrations, and classroom simulations will be required.

The objective of this course is to provide the, novice teacher with the knowledge for math &, science teaching and learning in the elementary, school. Though not exclusive, topics covered will, include math and science; assessing student, learning; planning units, lessons, and activities,, effective instructional strategies; and knowledge, of math and science content.

The objective of this course is to provide you, the novice teacher, the knowledge for social studies teaching and learning in the elementary school. Though not exclusive, topics covered will include the what and why of social studies; assessing student learning; planning units, lessons, and activities; effective instructional strategies; and knowledge of social studies content. The course will include a focus on technology integration, the Virginia Standards of Learning, the Virginia teaching standards and the standards proposed by the Association of Childhood Education International, the National Council for the Accreditation of Teacher Education, and the National Council for Social Studies.

Preparation for elementary school student teachers to diagnose and correct mild to moderately severe reading difficulties. Perceptual skills, decoding skills, experiences, language background, mind set, and the reasoning ability of the readers influence comprehension of written symbols. Elementary school students anticipate meaning on the basis of what they have just read. Serious flaw in any major function or part may prevent adequate performance. Emphasis on investigating nature and causes of reading difficulties. Formal and informal instruments and procedures used for early detection and correction of reading problems are investigated.

Preparation for elementary school student teachers to diagnose and correct mild to moderately severe reading difficulties. Perceptual skills, decoding skills, experiences, language background, mind set, and the reasoning ability of the readers influence comprehension of written symbols. Elementary school students anticipate meaning on the basis of what they have just read. Serious flaw in any major function or part may prevent adequate performance. Emphasis on investigating nature and causes of reading difficulties. Formal and informal instruments and procedures used for early detection and correction of reading problems are investigated.

This program is designed to provide two supervised, experiences at two levels, PK-3 and 4-6, during, which the prospective teacher of grades PK-6 takes, gradual responsibility for a group of pupils for a, specified period of time. The teacher is observed, by a university supervisor a minimum of three, times during each experience. This sixteen week, practicum experience including a one week, observation is a mandatory requirement of the, program.

Review of the health related professional, the impact exercise has on a healthy lifestyle, and as a disease prevention tool. Exercise testing, basic exercise principles, and their use in fitness and rehabilitation are addressed.

Introduction to therapeutic physical activities and sports that afford the disabled success, recognition, and approval among a variety of handicapping conditions.

Introduction to therapeutic physical activities and sports that afford the disabled success, recognition, and approval among a variety of handicapping conditions.

This course is designed to give a general overview of patho-physiology, and the effects of specific diseases/conditions on the exercise response as outlined in the Kinesiotherapy Scope of Practice and Kinesiotherapy Standards of Practice. This includes the effects of exercise training on the condition, management of medications, recommendations for exercise testing, exercise programming, and research within the Kinesiotherapy discipline.

Theoretical foundation for care and prevention of athletic injuries, while addressing anatomy, medical conditions, and evaluation techniques with emphasis on basic first aid skills.

This course offers a comprehensive and proactive, approach to stress management and prevention., Students will investigate and critically analyze, factors that cause stress within their lives and, discuss how those stressors can be managed by the, use of various relaxation techniques and practice, strategies and techniques to initiate and maintain, lifestyle changes that will help to both manage, and prevent stress.

This course is concerned with the study of how the body responds, adjusts, and adapts physiologically to the acute stress of exercise, or physical activity, and the chronic stress of physical training so that appropriate application are considered for safe exercise programming to include injury prevention and rehabilitation.

This course is designed to familiarize students with basic laboratory procedures and tests and to provide experience in subject recruitment, data collection, and abstract presentation. This course is a co-requisite to the Exercise Physiology Lecture class.

Study of anatomical terminology and gross human osteology, anthropology, mycology, neurology, and angiology.

Analysis of the functions and mechanics of human motion as applied to human movement with emphasis on qualitative movement analysis to improve performance and prevent injury.

Introduction to the basic processes of administration and management in health professions that afford a variety of broad-based managerial functions and detailed administrative actions for students.

Clinical Aspects of Aging is designed to expose students to the important aspects of the application of the principle of fitness evaluation and prescription to the older adult population with emphasis on the physiology of aging, motivational techniques, and evaluation and programming with attention to chronic conditions. The role of good health habits and physical exercise in modifying functional age and quality of life of older adults will also be presented and proactive

This course is the clinical experience practicum course required for the Kinesiotherapy program. The course is taken concurrently with some of the required Kinesiotherapy internship hours. It will include discussion and lecture on topics about appropriate and inappropriate exercise interventions.

Introduction to the role of valid, reliable and objective testing methods in evaluation and decision making. Basic study design and statistical method prepare the student to make fundamental decisions using norm and criterion referenced criteria.

This course offers a comprehensive and proactive, approach to stress management and prevention., Students will investigate and critically analyze, factors that cause stress within their lives and, discuss how those stressors can be managed by the, use of various relaxation techniques and practice, strategies and techniques to initiate and maintain, lifestyle changes that will help to both manage, and prevent stress.

Survey of illnesses relating to neurological dysfunction, and the nature and physiological consequence of disease processes for healthy and diseased populations

Practical application of the knowledge with emphasis on physical musculoskeletal function, neurological involvement, goniometry, anthropometry, and gait analysis.

Introduction to the development of rehabilitation as an integral part of comprehensive medical care and its application to restore persons with physical and emotional impairments to the optimal level of functional independence. Consideration of neurological dysfunction/rehabilitation, orthopedic/rehabilitation, prosthetics, orthotics, respiratory and cardiac dysfunction.

This course is the clinical experience practicum, course required for the Kinesiotherapy program., The course is taken concurrently with some of the, required Kinesiotherapy internship hours. It will, include discussion and lecture on topics about, appropriate and inappropriate exercise, interventions.

Practicum experiences require 1,000 hours of, supervised field work conducted at an approved, setting which provide the opportunity to utilize, and personalize knowledge gained in the classroom, in a practical environment.

Practicum experiences require 1,000 hours of, supervised field work conducted at an approved, setting which provide the opportunity to utilize, and personalize knowledge gained in the classroom, in a practical environment.

Practicum experiences require 500 hours of supervised field work conducted at an approved setting which provide the opportunity to utilize and personalize knowledge gained in the classroom in a practical environment.

Practicum experiences require 500 hours of supervised field work conducted at an approved setting which provide the opportunity to utilize and personalize knowledge gained in the classroom in a practical environment.

Study of a basic knowledge of current personal and community health problems which empowers students to make informed decisions and helps them to develop more positive attitudes towards practicing a lifestyle of healthful living.

Study of a basic knowledge necessary for meeting the state's approved professional preparation and responsibilities in the area of health.

Study of a basic knowledge necessary for meeting the state's approved professional preparation and responsibilities in the area of health.

This course will investigate the history, theories, principles and practices underlying the organization and administration of school and community health education programs. It considers the role of the health educator in the relationship between the school health program, and the whole school program. Additionally, principles, introduction to lesson planning, goals, and the structure of community agencies that provide health education programs will also be explored

Contact the department for specific course, information.

Study of safety education including home safety,, traffic safety, industrial safety, and pedestrian, safety which provides healthy and enjoyable living, in an environment that often presents hazards and, chances for accidents.

Development of knowledge and appreciation for, total fitness as an individualized goal, including, the improvement in current levels of fitness and, the development of positive life-styles.

Individualized programs of instruction for students with special needs with regard to physiacl activity . Medical excuse required.

Individualized programs of instruction for students with special needs with regard to physiacl activity . Medical excuse required.

Aerobics is an experiential course designed to give students an introductory experience and orientation to basic cardiovascular development using aerobic workout and step training as physical fitness tools. Of particular interest will be the student's individual journey in a quest for healthier living.

Development of elements of physical fitness, including muscle tone, strength, flexibility, and cardiovascular endurance through participation in full rhythmic and aerobic exercises done in water. Emphasis on the role of nutrition, weight control, stress management, and consumerism as basic components of a health fitness lifestyle. No swimming skills required.

Introduction to levels I, II and III of the American Red Cross Learn to Swim Program, including water safety, water acclimation, reaching assists, breath control, prone floating and analysis of movement.

Study of levels IV and V of the American Red Cross Learn to Swim Program with review of Levels I, II, and III, including water safety, improvement in prone swimming (front crawl), back swimming (back crawl and elementary backstroke), introduction to side stroke, analysis of movements and scientific flaws.

Rhythm/Folk Dance is an experiential course designed to give students an introductory experience in basic rhythmic development using the folk dance of various cultures. The primary learning experiences for this class will include but are not limited to: rhythmic development including hand clapping and vocalizations, basic music value and notation, cardiovascular warm-up, use of gross motor skills including axial and locomotor skills, and historical and socio-cultural inquiry into various dances in different societies. Of particular interests will be the basic socio-cultural and historical background including the music and movements of each dance.

Rhythm/Folk Dance is an experiential course designed to give students an introductory experience in basic rhythmic development using the folk dance of various cultures. The primary learning experiences for this class will include but are not limited to: rhythmic development including hand clapping and vocalizations, basic music value and notation, cardiovascular warm-up, use of gross motor skills including axial and locomotor skills, and historical and socio-cultural inquiry into various dances in different societies. Of particular interests will be the basic socio-cultural and historical background including the music and movements of each dance.

This course focuses on the fundamental movement skills and concepts that are the foundation of a quality physical education and physical activity programs.

Orientation to selected seasonal team sports (soccer, speed ball hockey, basketball, volleyball, softball, track and field). Emphasis on the development of psychomotor skills, physical fitness, and knowledge and appreciation of the selected activities. Above average proficiency required.

Introduction to historical, philosophical, educational, psychological, biological, sociological, and career emphasis related to the field of physical education.

Introduction to historical, philosophical, educational, psychological, biological, sociological, and career emphasis related to the field of physical education.

Study of the proper techniques and procedures for, administering First Aid, CPR and AED. This course, prepares participants to recognize and respond, appropriately to cardiac, breathing and first aid, emergencies

Near individualized personal fitness program utilizing the following apparatus and equipment: the variable resistance machines, Olympic free weights, and the pull- up trainer.

Near individualized personal fitness program utilizing the following apparatus and equipment: the variable resistance machines, Olympic free weights, and the pull- up trainer.

Development of basic skills in the game of tennis, including techniques, rules, and strategies.

Development of performance skills at the beginning level, the knowledge of rules, terminology, equipment, and safety techniques in tennis.

Development of skills and appreciation for bowling, both as a fitness and leisure time activity.

Development of performance skills at the beginning level, the knowledge of rules, terminology, equipment, and safety techniques in golf.

The purpose of this course is to provide the student with basic level of knowledge and skills in a variety of net and wall games such as racquetball, table tennis, pickleball, volleyball, tennis, badminton, volleyball, etc. to be able to successfully participate in recreational lifelong activities

The purpose of this course is to provide the, student with basic level of a knowledge and skills, in a variety of net and wall games such as, raquetball, table tennis, pickleball, volleyball,, tennis, badminton, etc. to be able to successfully, participate in recreational lifelong activities.

The student will be introduced to the quantitative, and qualitative tests, measurements, and, evaluation tools utilized in evaluating the, cognitive, affective, and psychomotor aspects of, physical activity.

The student will be introduced to the quantitative and qualitative tests, measurements, and evaluation tools utilized in evaluating the cognitive, affective, and psychomotor aspects of physical activity.

This course introduces the student to a variety of, aquatic sports and activities. Primary focus is, on swimming, water polo and aquatic based board, sports.

Modern Dance I is an experiential course designed to give students an introductory experience and orientation to techniques and principles of modern dance. The primary learning experiences for this class will include but are not limited to: rhythmic development, stretch and strength warmup, use of gross motor skills including axial and locomotor skills, and cursory historical and socio-cultural inquiry. Of particular interests will be the basic socio-cultural and historical background of Modern dance specifically as it relates to the development of African American concert dance traditions.

Modern Dance Technique II is geared toward the student with previous modern dance training and/or substantive training in another genre of dance. The primary aim of this course is to encourage you to continue the guided exploration and development of an artistic and creative movement practice, via the synthesis of your physical, cognitive, emotional and spiritual capacities. Throughout this class, you will study principles, movement activities and language common to a variety of modern dance styles.

Development of performance skills and the knowledge of rules, terminology, equipment, safety techniques, and the learning procedures for apparatus work

Introduction to basic and intermediate dance techniques. Exploration of the cultural and historical contributions of jazz dance, including social dances, period dances, and rhythmic dances that engage syncopate and accented rhythmic phrases.

The purpose of this course is to develop the tactical knowledge, skills and movements for the invasion game category of games. The course will consist of teaching techniques, cues, progressions, skill transfer, error analysis, correction, personal skill development, activity planning, and peer teaching experiences.

The purpose of this course is develop the tactical knowledge, skills and movements for Net/Wall and Striking/Fielding category of games. The course will consist of teaching techniques, cues, progressions, skill transfer, error analysis, error correction, personal skill development, activity planning, and peer teaching experiences.

Development of skills in archery, golf, tennis, badminton, bowling, racquetball, pickle ball; fitness testing.

The purpose of this course is develop interpersonal and intrapersonal skills through participation in and planning of cooperative games skills. Additionally, tactical knowledge, skills and movements for Target games. The course will consist of teaching techniques and cues, progressions, skill transfer, error analysis and correction, activity planning and peer teaching experiences. Understanding how to develop interpersonal and intrapersonal skills in individuals is an important skill in each of these settings

Part I of a two-part course dealing with the anatomical and functional relationships of the human body. In lecture setting, the course is designed to acquaint students with the general organization of the body, the skeletal, muscular, integumentary and nervous systems, special senses..

Part I of a two-part course dealing with the anatomical and functional relationships of the human body. In laboratory setting, the course is designed to acquaint students with the general organization of the body, the skeletal, muscular, integumentary and nervous systems, special senses..

Part II of a two-part course dealing with the anatomical and functional relationships of the human body. In lecture setting, the course is designed to acquaint students with the structure, function, regulation, and integration of organs and organ systems of humans.

Part II of a two-part course dealing with the anatomical and functional relationships of the human body. In laboratory setting, the course is designed to acquaint students with the structure, function, regulation, and integration of organs and organ systems of humans.

Students will gain advanced experiences working with Olympic free weights, variable resistance machines, resistance bands and stability balls. Preparation for Personal Training Certification is also included.

Students will gain advanced experiences working with Olympic free weights, variable resistance machines, resistance bands and stability balls. Preparation for Personal Training Certification is also included.

Learn how to effectively prevent and respond to water emergencies with American Red Cross lifeguard training. This course is designed to examine the skills and knowledge for a variety of scenarios in and around the water. With lifeguard training, you will learn how quick response times and effective preparation are vital to being a lifeguard while also understanding the crucial elements in helping to prevent drownings and injuries.

The purpose of this course is to develop the knowledge and skills required to assessing movement skills and performance techniques. Integrations of theory, technology and assessment trends are included in assignments.

The purpose of this course is to develop the knowledge and skills required to assessing movement skills and performance techniques. Integrations of theory, technology and assessment trends are included in assignments.

The study of the basic anatomical kinesiology and mechanical principles of movement as they apply to the human body, including anatomical details and neuromuscular function of the body, equilibrium and motion, and how these principles are influenced by various environmental mediums.

Focus on organization and administration of physical activity, athletic, and intramural programs. Administrative responsibilities including program development, facility management, budgeting, public relations, personnel management, program and staff evaluation, and legal liability issues will be addressed.

This course is designed to develop a general understanding of coaching and officiating as it relates to ethics, values, behavior, organization and management. It is further designed to assist in the development of a philosophy of coaching and officiating.

This course is designed to provide students with current knowledge and applications of learning for people with disabilities. Class activities will include text discussions, speakers, adapted physical activities and hands-on experience working with individuals with disabilities in a physical activity setting.

This course is designed to provide students with current knowledge and applications of learning for people with disabilities. Class activities will include text discussions, speakers, adapted physical activities and hands-on experience working with individuals with disabilities in a physical activity setting.

Analysis of test and measurements commonly used in, physical education. Introduction to basic, statistical procedures for test selection,, construction, and administration.

Study of methods and procedures for designing and implementing unit plans and lesson plans for physical education theory and activity classes in a secondary physical education program.

Student will examine current issues in elementary physical education, construct and teach developmentally appropriate units, establish a sound understanding of organizational techniques and methodology focusing on effective use of academic learning time, and critique teaching methods through systematic observation of practice. Additionally, students will construct and apply on-going authentic assessments appropriate for the content, context and grade level as well as analyze physical education curriculum models.

Student will examine current issues in elementary physical education, construct and teach developmentally appropriate units, establish a sound understanding of organizational techniques and methodology focusing on effective use of academic learning time, and critique teaching methods through systematic observation of practice. Additionally, students will construct and apply on-going authentic assessments appropriate for the content, context and grade level as well as analyze physical education curriculum models.

Study of Methods used for teaching driver education in ublic schools.

This is the first of two courses required to obtain certification in Driver Education. Introduces the "driver task" as related to the highway transportation system and factors that influences performance ability. Prepares students to become eligible to take the certification exams for driving school instructors in both public and private schools.

Contact the department for specific course information

This course provides the methods to plan, develop, coordinate and implement driver rehabilitation services for individuals with disabilities. Specifically, the course specializes in preparing professionals to help train individuals become safe and capable independent drivers following injury or illness, as well as those experiencing a change in abilities as a result of the natural aging process. Completion of the course prepares students to take the driver rehabilitation certification exam.

This is the second of two courses required to obtain certification in driver education. This course provides methods of teaching the required in-car segment of driver education.

Study of motor learning theories and the application of planning physical activity throughout the lifespan. The content will address the physiological, cognitive, social and physical aspects which affect skill acquisition, motor performance, and the teaching-learning process.

Study of motor learning theories and the application of planning physical activity throughout the lifespan. The content will address the physiological, cognitive, social and physical aspects which affect skill acquisition, motor performance, and the teaching-learning process.

Study of both the psychological factors that influence participation in sports and exercises and the psychological effects derived from that participation including motivation, personality, aggression, violence, and leadership through group dynamics of exercise and well-being.

Study of physiological responses, adjustments, and adaptations to the acute stress of exercise, physical activity, and the chronic stress of physical training.

Study of physiological responses, adjustments, and adaptations to the acute stress of exercise, physical activity, and the chronic stress of physical training.

Study of the scope and significance of physical education through the development of a basic philosophy of education. Discussion and reflection on issues relevant to contemporary physical education, including multiculturalism, aggression in sports, women in sports, and physical activity promotion for girls and minority populations. Emphasis on resume building and interviewing skills for careers in physical education

This course provides students with the opportunity to integrate academic preparation with practical "hands-on" experience in an approved supervised health and fitness work setting. This internship is also designed to provide students the opportunity for career exploration to discover the type of preferred work environment, and skill development, especially networking, in the field. Students must complete 100 documented hours..

The Exercise Science Internship provides students with the opportunity to apply his or her knowledge and gain practical experience working with patients and/or clients referred for medically prescribed exercise to general health and wellness. The supervised internship may occur through university and private rehabilitation clinics, hospitals, mental health, nursing, and wellness centers as well as special schools. Students in the Health Fitness Instructor (HFI) and Health Wellness Rehabilitation (HWR) Curriculum must complete 600 documented hours.

Study and application of theories, methods, and materials used in acquiring critical thinking skills. Emphasis on developing critical thinking in specific contexts such as the Core Battery Tests of the National Teacher Examinations. and assessing and evaluating thinking skills and knowledge.

Study of concepts related to teaching and learning, classroom management, student-teacher relationships, presentation of subject matter, and testing and evaluation.

Study of methods and practices designed to assist prospective secondary teachers in defining and implementing the knowledge and skills necessary to effectively teach Mathematics in the classroom.

Study of methods and practices designed to assist prospective secondary teachers in defining and implementing the knowledge and skills necessary to effectively teach Science in the classroom.

Study of methods and practices designed to assist prospective secondary teachers in defining and implementing the knowledge and skills necessary to effectively teach Fine Arts in the classroom.

Study of materials and methods for teaching, integrating, and assessing English language, literature, grammar, and composition with attention to current research and theories that inform best practices in language instruction.

Study of materials and methods for teaching, integrating, and assessing French language, literature, grammar, and composition with attention to current research and theories that Inform best practices in foreign language instruction.

Study of materials and methods for teaching, integrating, and assessing Spanish language, literature, grammar, and composition with attention to current research and theories that inform best practices in language instruction.

Introduces the modeling and making of the best curriculum and instructional practices by future secondary social studies teachers. Introduces future secondary social studies teachers to both the content standards of national accrediting bodies and those p

Skills in this area are designed to impart an understanding of comprehension skills in all content areas, including a repertoire of questioning strategies, summarizing and retelling skills, and strategies in literal, interpretive, critical, and evaluative comprehension, as well as, the ability to foster appreciation of a variety of literature and independent reading.

Focus on incorporating multimedia skills needed for competence in K12 settings. Introduction to Power Point and Microsoft Excel as tools for grading, alongside the innovation of online teacher management applications.

In this course students will be able to contribute, and gain an understanding of the physical, social,, emotional, speech and language, and intellectual, development of children and the ability to use, this understanding in guiding learning, experiences. The interaction of children with, individual difference - economic, social, racial,, ethnic, religious, physical, and mental - should, be incorporated to include skills contributing to, an understanding of developmental disabilities and, developmental issues related to but not limited to, attention deficit disorders, gifted education, including the use of multiple criteria to identify, gifted students, substance abuse, child abuse, and, family disruptions.

Study of the relationships between the local school and the local community, examining the impact of social classes and systems on education, providing opportunity for community field experience, and exploring means by which to involve various proponents of the community in the educative process.

This course focuses on curriculum and instructional procedures for business, office technology, and computer-related subjects. Other topics integrated into this course include communications, assessment techniques, school and family interactions, child abuse awareness, and the Virginia Standards of Learning (SOLS). Each student will be required to complete an observation and participation experience in a public school setting for 20 clock hours. Also, students will be required to complete a job shadowing or work experience for 10 hours in an approved business environment.

Observation and participation at the secondary level, including off campus, field oriented activities (five days per week) under the supervision of cooperating public school/college personnel. Following observation and orientation under the direction of cooperating teachers, students will teach assigned classes. They also attend weekly sessions of discipline specific instructional method conducted by professors associated with the various disciplines.

This course reinforces basic skills in , quantitative literacy and general mathematics. It, is design to teach essential skill for everyday , life including numerical concepts, algebra, etc..., As well as internet essentials to aid in solving , real work problems. Additionally students gain , study tips and math anxiety reducing strategies.

This course provides an overview of the planning , and delivery of education in inclusive classrooms., It includes and update on relevant legislation, , the functions of the multidisciplinary team, as , well as the role and responsibilities of the , paraprofessional in the classroom.

This course is designed to increase the , effectiveness of students in human relations, skills associated with personal and career success, , ethical principles to guide performance in the , work place will also be examined.

This course provides a cursory overview of , approaches to promoting positive behaviors and, challenging behaviors in the classroom. Focus , will be on application of practical strategies.

This course introduces the learner to the use of , literature for instruction. Varied genres are , explored and storytelling is described as, mechanisms to increase literacy.

This course is designed to provide the, paraprofessional with some basic understanding of , the dynamic involved in the complex activity of , reading. In addition tips, hints, and strategies , for supporting students with reading instruction, will be provided.

This course is designed to provide a period of, supervised off-site observation and participation , educational experiences. All placements will , provide the paraprofessional with opportunities to, interact with individuals from diverse populations

Orientation to contemporary elementary and secondary schools in America with on-site experiences in diverse classrooms. Emphasis on educating exceptional learners about the changing nature of the teaching profession.

Development of test taking skills on standardized, examinations of education majors. Emphasis on , reading, writing, mathematics, and critical , thinking skills.

This course is designed to provide a period of, supervised off-site educational experiences during, which the paraprofessional takes increasing, responsibility for a given group of individuals , with disabilities for a definite period of time. , It is organized on a semester basis with emphasis , on elementary, middle, or secondary school , experiences to be supplemented with a seminar. , All placements will provide students with , opportunities to interact with individuals from , diverse populations.

Introduction to cultural differences among children, youth and adults in a pluralistic society. Opportunity to study and to critically examine differences related to institutional racism, classism, sexism, ageism, and homophobia. Examination of historical and contemporary perspectives of the multicultural competencie, required for a teacher to function successfully in today's pluralistic society.

Study of basic concepts of behavioral conditioning principles and management of behavior in the classroom. Emphasis on practical applications of learning theories to the teaching, learning situation for individuals in home, school, and community environments. (a twenty- hour clinical experience required).

Study of the medical/biological and environmental etiologies of disabling conditions that can occur prenatally, perinatally, and post-natally. Emphasis on preventive, diagnostic, and prescriptive/ treatment procedures and the impact of etiologies on learning potential. (a twenty- hour clinical experience required).

Skills in this area shall contribute to an understanding of the principles of learning; selection and use of materials, evaluating pupil performance, and teaching methods appropriate for exceptional students, including gifted and talented and those with disabling conditions.

Skills in this area shall contribute to an understanding of the principles of learning; selection and use of materials, evaluating pupil performance, and teaching methods appropriate for exceptional students, including gifted and talented and those with disabling conditions.

Experience in the field of emotional disturbance, including historical and theoretical perspectives, definitions and characteristics, legal and ethical considerations, assessment procedures, program planning, and implementation of instruction for expanding the academic performance of individuals with emotional disturbance. Learning experiences focus on multicultural influences, emotional adjustment, and social development. (a twenty- hour clinical experience required).

Experience in the field of learning disabilities, including historical and theoretical perspectives, definitions and characteristics, related effects, legal and ethical considerations, assessment procedures, program planning, and implementation of instruction for expanding literacy and subject area performance. Learning experiences focus on teaching linguistically and culturally diverse individuals with learning disabilities

Study of comprehensive active learning designed to provide a foundation in literacy instruction and content area reading. Emphases on language acquisition and the interrelated nature of reading, writing, speaking, listening, and thinking to promote the exceptional learner's use and understanding of language. Field experiences facilitate student mastery of developing a balanced reading program.

This comprehensive active learning course is, designed to provide service teacher candidates, with a foundation in mathematics instruction for, students with diverse learning needs. Emphasis, will be placed on developing understandings and, applications of the curriculum in mathematics for, students with disabilities.

This comprehensive active learning course is, designed to provide service teacher candidates, with a foundation in mathematics instruction for, students with diverse learning needs. Emphasis, will be placed on developing understandings and, applications of the curriculum in mathematics for, students with disabilities.

Contact the department for specific course, information.

Experience of leadership development through , community service volunteering. Participation in, a project sponsored by a community agency as well, as forty-five hours of volunteer and service, learning required.

This course provides an overview of the foundation, for educating individuals with disabilities and, special gifts. It includes philosophical, perspectives, developmental differences, and, cultural influences as they relate to individuals, in their home, school, and community. A, twenty-hour clinical experience is required.

Study of curricular development and adjustment. Procedures for exceptional learners, utilizing curriculum materials, assessment techniques, and instructional approaches to remedial learning and behavioral problems (twenty hour clinical experience required).

This course is designed to provide pre-service, special educators with skills and competencies in, the planning and implementation of transition, services for students with disabilities. The, course will focus on strength-based approaches for, planning and implementation of transition services, in accordance with the Individuals with, Disabilities Education Act, the Virginia Licensure, Regulations for School Personnel and the Council, for the Accreditation of Education Preparation, (CAEP) Standards and Assessments.

Study of a foundation for understanding the psychoeducational diagnostic process and the skills necessary for conducting meaningful assessments. Emphasis on the testing domains of intelligence, language, perception, academics, overt behavior, affective comptence, and vocational assessment. Educational experiences focus on teaching linguistically and culturally diverse learners. (Twenty-hour clinical experience required).

Introduction to American Sign Language (ASL) and its application within the deaf community. Emphasis on developing receptive and expressive skills for everyday interaction, or effective communication, with deaf/hard of hearing individuals and other nonverbal persons with severe disabilities.

Introduction to components and procedures for educational assessment of exceptional learners. Emphasis on purpose, history, terminology, and basic educational/evaluation concepts. Orientation to formal and informal instruments for measurement and evaluation. (Twenty-hour clinical experience required).

Introduction to components and procedures for educational assessment of exceptional learners. Emphasis on purpose, history, terminology, and basic educational/evaluation concepts. Orientation to formal and informal instruments for measurement and evaluation. (Twenty-hour clinical experience required).

Introduction to components and procedures for educational assessment of exceptional learners. Emphasis on purpose, history, terminology, and basic educational/evaluation concepts. Orientation to formal and informal instruments for measurement and evaluation.

Contact the department for specific course information

This course is designed to provide a period of supervised teaching during which the candidate takes increasing responsibility for a given group of individuals with mild disabilities for a definite period of time. It is organized on a semester basis with emphasis on elementary, middle, or secondary school experiences to be supplemented with a professional seminar, and other ancillary educational opportunities. The candidate will assess students, plan and write instructional interventions, deliver instruction, monitor and document progress, and assume all other classroom duties of the cooperating teacher. Placements will provide candidates with opportunities to interact with individuals from diverse populations.