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JMU Special Education Program
The JMU Special Education Program is in the College of Education and within the Professional Education Unit. Guiding principles and beliefs of the Unit are identified in a Conceptual Framework. This serves as the foundation for the carefully designed mission statement and program objectives of the Special Education Program. The curriculum of the special education teacher preparation program is carefully aligned with national standards developed by the Council for Exceptional Children (CEC).
Mission & Beliefs
The special education program is designed to prepare resilient educators who are advocates for students with disabilities, are qualified for the complexity of their professional roles, and are reflective problem-solvers. It is critical to prepare candidates for the demands they will face upon program completion and entrance into the teaching profession. One goal is to enhance candidates' ability to withstand the pressures, engage effective problem-solving skills, and remain resilient in one of the most difficult fields of education. With an understanding of the organizational nature of schools, candidates are encouraged to implement practices learned in their preparation program. Another goal includes candidates' ability to implement research-based practices and positively influence current practice in the field. The program prepares candidates who understand the variety of potential special education roles in today's schools and through this understanding are able to advocate for individuals with exceptional learning needs and also for themselves as professionals.
Our mission is to prepare exemplary professionals to generate, use, and disseminate knowledge about teaching, learning, and human development in solving critical educational and human service problems in a diverse global community.
Program Objectives
- Students will possess and apply knowledge of foundations of the field and identify the influence on professional practice.
- Students will describe similarities and differences in human development and characteristics of learners.
- Students will describe individual learning differences and the possible effects on learning, both in school and throughout life.
- Students will use a repertoire of evidence-based instructional strategies to individualize instruction for individuals with exceptional learning needs.
- Students will create learning environments that foster positive social interactions, active engagement, and self-motivation.
- Students will model verbal and nonverbal skills as they enhance language and communication of individuals with exceptional learning needs.
- Students will use knowledge of students, curriculum, systematic instruction, and evidence-based strategies in instructional planning.
- Students will use a variety of assessment strategies for multiple purposes.
- Students will be guided by standards of professional and ethical practice in their reflection on practice and demonstration of appropriate dispositions.
- Students will advocate for the learning and well-being of individuals with exceptional learning needs through collaboration with relevant stakeholders.
| Types of Programs | |
|---|---|
| 5 Year Masters of Education (M.Ed.)* | K-12* |
| Non-Teaching Undergraduate Program (18 hr. minor) | |
| Masters of Arts in Teaching (M.A.T) | K-12 Emotional Disturbance (ED) Learning Disabilities (LD) Mental Retardation (MR) Early Childhood Special Education (ECSE) |
| Non-Teaching Graduate Program (M.Ed.) | |
| Certificate Program in Autism | |
*Combined Undergraduate "Pre-professional program" and Graduate level Master's program
Program Descriptions
5 Year M.Ed Program
The undergraduate, pre-professional program in special education complements a professionally oriented master's degree program designed to prepare special education teachers. This program provides the requisite course offerings and experiences that form the foundation for admission to the Master of Education (M.Ed.) degree program in special education. Completion of the M.Ed. program is required for K-12 licensure in special education with endorsements in emotional disturbance, learning disabilities, mental retardation, or Early Childhood Special Education. Graduates are prepared for special education roles in a variety of educational placement models and environments.
Students completing the professional licensure program must meet a set of content and endorsement-specific criteria that has been established by the Commonwealth of Virginia as well as most other states. In order to meet these requirements, students are advised that they should major in Interdisciplinary Liberal Studies (IDLS), a major that provides students in the pre-professional program extended breadth and integration across the content areas of English/language arts, history/social studies, mathematics and the natural sciences and other majors that may be approved by the Program Coordinator.
Undergraduate Non-Teaching
This 18 credit, non-teaching minor program in special education is designed for students in other major fields who wish to acquire professional knowledge related to assisting individuals with disabilities but do not want to pursue Virginia teaching licensure.
M.A.T. in Special Education
Post-Baccalaureate and/or Master of Arts in Teaching degree program is designed to lead to initial licensure in special education with specific areas of concentration in teaching school-age (K-12) students with emotional disturbance, learning disabilities, and mental retardation, or, early childhood special education (ECSE)- children birth through age five. Students completing the program are prepared to serve as teachers of children and youth with disabilities in a variety of educational placements.
The Master of Arts in Teaching (MAT) major in Special Education includes initial licensure or endorsements in one or a combination of the mild disabilities (LD, ED, MR) for grades K-12. Students at this level may also study in the area of early childhood special education (ECSE). The ECSE program prepares students as early intervention specialists (birth-2), or early childhood special educators (pre-school ages 2-5). Graduates of the ECSE program are prepared to assume positions in either center-based or school-based programs, as well as specialists for home-based infant and toddler programs.
Students admitted to the program will have earned a bachelor's degree from an approved college or university. Students are required to provide transcript evidence that they have completed liberal studies and specified subject matter courses deemed necessary for pursuing licensure in special education. Those students not having such course work will be required to complete undergraduate-level general education and/or subject matter content courses under the terms of provisional admission to graduate study as a degree seeking student. See the College of Graduate and Outreach Programs Website for complete admission and enrollment information.
The M.A.T. program includes a minimum of 30 credit hours of professional education course work on the graduate level for the K-12 concentration (18 additional credit hours of prerequisite supporting courses if needed) or a minimum 30 credit hours of professional education course work on the graduate level for the ECSE concentration (15 additional credit hours of prerequisite supporting courses if needed). At least half of a student's program of study must be taken at the 600 level. Depending on a student's prior academic preparation, other prerequisite course work may be needed for unconditional admission to this graduate program and to meet teacher licensure requirements. A comprehensive examination, written and/or oral, will be completed during the student's final semester.
Non Teaching M. Ed Program Concentration
The graduate special education Non-Teaching Concentration is a 30-hour program with a minimum of 18 hours in special education and related graduate courses. The remaining 12 hours include courses that meet specific individual needs and career objectives. This program is primarily for those individuals currently working in an area that requires knowledge and some related skills for working with individuals with disabilities, but not necessarily in a pedagogical role, or those individuals who already hold special education licensure. Included in the 18-hour concentration is an internship that may occur as a formal placement by the university or as a result of supervised employment. Certificate programs may be completed in various areas (e.g., differentiation, gifted, behavior management specialist.) Candidates may select course work from existing Exceptional Education courses and from various interdepartmental graduate courses. Each candidate will be required, using the direct guidance of his or her adviser, to design a program of study that will meet individual needs and career objectives.