Individualized Study, B.I.S.
Phone: (540) 568-4253
Email: adp@jmu.edu
Location: Ice House, 127 W. Bruce Street, Room 332
Adult Degree Program Website
Mission
The Adult Degree Program/Bachelor of Individualized Study delivers a flexible, dynamic and rigorous degree completion curriculum to meet the individual education and career goals of our students. ADP/BIS's non-residential program offers a framework for modern learners with transfer credit and/or prior learning experience to design their own academic plan.
Degrees Offered
Students in the ADP have the opportunity to earn a Bachelor of Individualized Study (B.I.S.) in individualized study, a Bachelor of Arts (B.A.) in individualized study or a Bachelor of Science (B.S.) in individualized study. The university degree requirements differ by degree type.
Admission
To be eligible for the ADP, applicants must be at least 22 years of age, have at least 30 transferable college credits and have a minimum cumulative GPA of 2.0 for all prior coursework.
With very limited exceptions, students in the individualized study major (the ADP's academic major) cannot transfer to another major at JMU.
Concentration Admissions
Students must meet specific requirements to be admitted to programs within the College of Education. These criteria can be found on the College of Education catalog page.
Degree Requirements
The Bachelor of Individualized Study (B.I.S.) requires each student works with the ADP academic adviser to create an individual program of study that includes a minimum of 41 General Education credits.
| Degree Requirements | Credit Hours |
|---|---|
| General Education courses1 | 41 |
| Major requirements 2 | 30-73 |
| Electives | Up to 49 |
| Total | 120 |
- 1
The General Education program contains a set of requirements each student must fulfill. Some credits may be fulfilled by courses required within the major.
- 2
Includes education courses leading to licensure in teacher education.
Major Requirements
Students must complete all of the following requirements:
- IS 200
- A minimum of 120 credit hours, including 41 General Education credits
- A minimum of 30 credit hours earned from JMU
- At least 60 credit hours earned from a four-year institution
- IS 498, an online interdisciplinary research course with a capstone project coordinated by the instructor and includes a final written and oral presentation; a minimum grade of "C" required
Students must also complete an experiential component of at least three credits from the options listed below:
- IS 206 (required for students pursuing credit for prior learning experience only)
- IS 300
- A study abroad course or another approved experiential course
- A practicum or student teaching course
- An additional three credits of IS 4981
- 1
If taking additional three credits of IS 498, they must be taken concurrently in the final semester, and will be an intensive research experience focusing on a single research topic.
Additional Requirements
- A program of study (POS) for meeting the requirements of degree completion must be submitted to the ADP office for approval while enrolled in the IS 200 course.
- A student's concentration, or field of study, consists of a minimum of 30 credits, at least 24 of which must be upper-division credit (300- and 400-level courses). The concentration includes classes from two or more academic disciplines and represent a coherent body of knowledge, which may require course work beyond the 30 minimum credit hours.
- No more than 30 credit hours of course work can be selected from courses taught by the College of Business. This 30 credit hour limit includes COB courses transferred from other colleges and nontraditional credit earned in the COB.
- The concentration must be completed with a GPA of 2.0 or better.
- A minimum of 15 credit hours in the concentration must be JMU credits.
- Students must participate in assessment activities used to measure student learning outcomes and modify curriculum.
- There is no residency requirement; however, program agreements that extend beyond six years may need to be amended if university policies change that affect the original program of study.
Individualized Study Concentration
This is the focus area of study in the individualized study major. The concentration is interdisciplinary and consists of classes from two or more academic program areas to meet each student's educational and/or professional goals.
- Minimum of 30 credits.
- 24 credits must be completed in 300- or 400-level courses.
- IS 498 – online interdisciplinary research course with a capstone project, included in the 24 upper-level course requirements.
Mechanisms for Earning Credit
The number of credits, which may be accepted as transfer credit or earned through the following methods, is determined by the student's approved POS. It is reasonable to expect that the unique educational needs, background and personal circumstances of each student will determine to a great extent the manner in which credit has been and will be earned.
- Transfer credit awarded by the registrar's office.
- Credit by departmental examination.
- Credit for approved sponsored learning or independent studies.
- Regular course work.
- Credit for experiential learning through portfolio of prior learning assessment (PLA).1
- Credit for educational programs of the Armed Forces (JST).
- College Level Examination Program (CLEP).1
- American Council on Education College Credit Recommendation Service (ACE).1
- 1
No more than 30 non-traditional credits can be counted towards the degree requirements of 120 credit hours which includes PLA, JST, CLEP and ACE.
Prior Learning Assessment (PLA)
Prior learning assessment (PLA) is an assessment of knowledge and skills acquired prior to or outside of enrollment in higher education for the purpose of earning college-level credit. The term portfolio is used to describe a collection of evidence to support the PLA process. Through the portfolio, a student makes a case by succinctly identifying, articulating and documenting mastery of college level learning or its equivalence.
PLA is an option for a student who has gained significant learning through experiences including, but not limited to: workplace training, volunteer service, civic activities, conferences, workshops, vocational interests, travel and independent reading.
Prior learning credit depends on each student’s individual experiences and may not be a viable option for every student. The process entails extensive preparation, excellent academic writing skills and the ability to meet deadlines. Before a portfolio is submitted for approval, students must complete IS 206. There is no guarantee that a portfolio submitted for credit will be approved.
College Credit Recommendation Service
ADP accepts some but not all credits as recommended in the National Guide to Educational Credit for Training Programs and the Guide to Educational Credit by Examination prepared by the American Council on Education. Additional information on program policies and procedures specific to JST is available through the ADP website.
College-Level Examination Program
Effective Fall 2024, students who participated in the College-Level Examination Program may be awarded course credit that satisfies a General Education requirement or elective. Prospective students who complete CLEP examinations and achieve an appropriate score (usually a 50 or above) are eligible to earn college credit. Evaluation of credit will be performed in coordination with the appropriate departmental office and cannot be appealed.
JMU will accept these scores electronically from the testing agency. Please contact College Board for information on providing your exam results to JMU. More information can be found at https://clep.collegeboard.org/scores.
Credit/No-Credit
Students enrolled in the ADP may complete courses on a credit/no-credit basis if they have completed 28 credit hours of college level course work and have a 2.25 cumulative GPA.
Courses in the area of concentration, including the senior capstone research course, may not be taken on a credit/no-credit basis. Other provisions of the credit/no-credit option, as described in this catalog, will also be in effect.
Online Interdisciplinary Tracks
Online interdisciplinary tracks were developed in cooperation with various academic units at the university. Students can use these tracks when developing their concentration.
- Business and Information Technology
- Small Business Management and Entrepreneurship
- Human Resource Development and Management
- Professional Workplace Communication
- Healthcare Leadership
- Child Development
- Family and Consumer Sciences
- Inclusive Early Childhood Education with teacher licensure
- Early Childhood Education Development with teacher licensure
- Elementary Education with teacher licensure
- Special Education with teacher licensure
Education, Early Childhood Education Development (ECED) Concentration, A.A.S. to B.I.S.
This fully online program is for students who have completed an Associate of Applied Science (A.A.S.) degree in Early Childhood from a Virginia Community College. It leads to licensure in grades PreK-3 and a Bachelor of Individualized Study degree with a concentration in Early Childhood Education Development from JMU.
There are 60 credits that must be earned at a four-year institution and 30 of those must be earned at JMU.
All students must attend an orientation meeting at JMU the semester or summer prior to starting the program. This orientation will be offered online. Program offers free tutoring for Math Assessment, Praxis Elementary Subject Assessments (Reading & L.A Test Code 5002, Mathematics Test Code 5003, Science Test Code 5005, and Social Studies Test Code 5004), and Praxis Teaching Reading: Elementary Test (5205) (new version of RVE).
Field experience includes practica and student teaching. Practicum courses are to extend through the full semester. Student teaching must take place in public school or a licensed/accredited preschool. It is aproximately 12 weeks with the possibility of teaching in your own classroom.
Candidates must be fully accepted into teacher education to begin the education program course work in the Summer Semester Year 1.
Minimum Grade Requirement
Assessment occurs during each semester, and candidate performance is reviewed at the end of each semester. Candidates must demonstrate satisfactory performance before moving on to the next semester. Satisfactory performance includes a minimum grade of "C" in all education course work and an overall 2.5 GPA, demonstration of professional behaviors, and acceptable performance in practicum and on key assessments.
Candidates should note that they must be fully admitted to teacher education prior to registering for the courses offered during Summer Semester Year 1 of the Early Childhood Education program. Candidates should also note that, on occasion, the Virginia Department of Education (VDOE) or other accrediting agencies may change requirements after the catalog copy is approved. Therefore, it is especially important for candidates to confer with their advisors on a regular basis for the most current requirements. Completion of the Early Childhood Education program leads to a Virginia teaching license with an endorsement in PK-3 Early Childhood Education. To be recommended for licensure, all candidates must meet the following requirements:
- Complete General Education requirements.
- Complete the Early Childhood Education pre-professional program.
- Complete the disciplinary courses required for the Early Childhood Education degree.
- Meet all admission and retention criteria for teacher education including satisfactory scores on the Math Assessment, Praxis Elementary Subject Assessments (Reading & L.A. Test Code 5002, Mathematics Test Code 5003, Science Test Code 5005, and Social Studies Test Code 5004), and Praxis Teaching Reading: Elementary Test (5205) (new version of RVE).
- Meet admission requirements for the Early Childhood Education program.
- Meet performance and behavior standards as indicated by ratings on the program Professional Dispositions Checklist.
Professional Studies Core Requirements: 9 Credit Hours
The following courses are required for licensure. These courses may be taken prior to or while enrolled in the program:
| Code | Title | Credits |
|---|---|---|
| EDUC 200 | Foundations of Education in the United States | 3 |
| PSYC 160 | Life Span Human Development [C5SD] | 3 |
| WRTC 103 | Rhetorical Reading and Writing [C1W] | 3 |
| Total Credits | 9 | |
ECED Concentration Requirements
Early Childhood Education Content Requirements
| Code | Title | Credits |
|---|---|---|
| ECED 304 | Diversity, Equity and Justice in Early Childhood Education | 3 |
| ECED 372 | Introduction to Early Childhood Education | 3 |
| ECED 412 | Natural and Social Sciences for Young Children | 3 |
| ECED 442 | The Young Child | 3 |
| ECED 443 | Practicum in Primary Grades | 1 |
| ECED 444 | Mathematics Content and Pedagogy for Early Childhood Education I | 3 |
| ECED 445 | Mathematics Content and Pedagogy for Early Childhood Education II | 3 |
| ECED 461 | Integrated Day Practicum | 1 |
| ECED 480 | Student Teaching ECED | 8 |
| EXED 325 | Inclusive Practices in Early Childhood | 3 |
| EXED 402 | Positive Behavior Supports and Individualized Interventions for Young Children (must be taken for three credit hours) | 3 |
| IS 498 | Individualized Study Project (must be taken for three credit hours) | 3 |
| LED 355 | Inclusive Early Literacy Development and Acquisition | 3 |
| LED 456 | Inclusive Literacy Learning in the Primary Grades | 3 |
| Total Credits | 43 | |
General Education Requirements: 21 Credit Hours
| Code | Title | Credits |
|---|---|---|
| General Education courses | 21 | |
| Total Credits | 21 | |
Education, Elementary Education (ELED) Concentration, B.I.S.
This fully online program is for students who are continuously employed as instructional assistants in schools and have completed 60 credits and/or have an associate's degree. Other relevant employment considered on a case-by-case basis. A transferable associate degree from any VCCS institution will provide the smoothest transition to the JMU BIS course work. Other associate degrees from accredited institutions are considered on a case-by-case basis. It leads to licensure in grades PreK-6 and a Bachelor of Individualized Study degree with a concentration in Elementary Education Development from JMU.
There are 60 credits that must be earned at a four-year institution and 30 of those must be earned at JMU.
Candidates should note that they must be fully admitted to teacher education prior to registering for the courses offered during Summer Semester Year 1 of the Elementary Education Program. Candidates should also note that, on occasion, Virginia Department of Education (VDOE) or other accrediting agencies may change requirements after the catalog copy is approved. Therefore, it is especially important for candidates to confer with their education advisor on a regular basis for the most current requirements. Completion of the Elementary Education concentration leads to a Virginia teaching license with an endorsement in PreK-6 Elementary Education. To be recommended for licensure, all candidates must meet the following requirements:
- Complete General Education requirements or have the VCCS waiver.
- Complete the Elementary Education pre-professional program.
- Complete the disciplinary courses required for the Elementary Education concentration.
- Meet all admission and retention criteria for teacher education including satisfactory scores on the Math Assessment, Praxis Elementary Subject Assessments (Reading & L.A Test Code 5002, Mathematics Test Code 5003, Science Test Code 5005, and Social Studies Test Code 5004), and Praxis Teaching Reading: Elementary Test (5205) (new version of RVE).
- Meet admission requirements for the Elementary Education Program.
- Meet performance and behavior standards as indicated by ratings on the program Professional Dispositions Checklist.
All students must attend an orientation meeting at JMU the semester or summer prior to starting the program. This orientation is offered online. Please note, the program offers free tutoring for the assessments listed above.
Candidates must be fully accepted into teacher education to begin their education program course work in the Summer Semester Year 1.
Field experience includes practicums and student teaching. Practicum courses are to extend through the full semester. Student teaching must take place in public school and is 12 weeks with the possibility of teaching in your own classroom.
Minimum Grade Requirement
Assessment occurs during each semester, and candidate performance is reviewed at the end of each semester. Candidates must demonstrate satisfactory performance before moving on to the next semester. Satisfactory performance includes a minimum grade of "C" in all education course work and an overall 2.5 GPA, demonstration of professional behaviors, and acceptable performance in practicum and on key assessments.
The Elementary Education Program prepares candidates to teach students in grades PreK-6. Drawn from research and theories in child development, teaching, and learning, the course work and field experiences prepare teacher candidates to employ a cross-disciplinary approach to instruction that reflects an understanding of the diverse nature of learners and their families.
The JMU Elementary Education Program seeks to foster in its candidates an empathic understanding of the ways that children are affected by social contexts and by the children's own strengths and needs; the knowledge and pedagogical skills to support each child's right to success; and belief in the value of each child. Our candidates are guided in:
- Critically challenging conventional wisdom and common practices to identify hidden assumptions and activities that constrain or privilege some at the expense of others.
- Learning to ask questions and developing an inquiring approach motivated by the desire to understand the world in its myriad complexities.
- Reflecting deeply on and constructing positive relationships with others.
- Expressing knowledge, skills and attitudes in ways that communicate with others and provide a forum for the creative and academic expression of the profession and the self.
- Developing an appreciation for the global connection of all humanity and our interdependence on the finite natural resources of the earth.
- Experiencing life among people whose social contexts are unlike the candidates' own to broaden and deepen respect for and sensitivity to various cultures and social contexts.
- Knowing and appreciating the process of human unfolding throughout the cycles of life from conception onward, particularly throughout the period of childhood and preadolescence.
- Valuing the literacies and literate backgrounds of all learners to develop equitable, inclusive instruction that honors diverse learners at all developmental phases.
- Reflecting critically on the ways we embody and enact a sustainable sense of self.
- Building on interdisciplinary connections among content areas to create inclusive, responsive and effective instruction for all learners.
The courses in the Elementary Education Program are organized to integrate academic content with pedagogical practice throughout the concentration. Field experiences are provided along with course work to enable candidates to apply their knowledge in a variety of settings.
Pre-professional Requirements
These courses may fulfill General Education requirements and/or university electives for this program.
Students concentrating in Elementary Education will be required to complete JMU General Education with additional courses related to Bachelor of Science requirements (Quantitative and Scientific Literacy). Given required VDOE competencies associated with PreK-6 teacher licensure, students will be required to enroll in the courses below:
All students are required to take 6 credits of math to meet VDOE competencies.
All students are required to take 6 credits of history to meet VDOE competencies.
All students are required to take 10 credits from the following list of courses:
| Code | Title | Credits |
|---|---|---|
| 6 credits of math to meet VDOE competencies | 6 | |
| 6 credits of history to meet VDOE competencies | 6 | |
| 10 credits from the following courses: | 10 | |
| Earth and Planetary Science for Teachers [C3NS] | ||
or ANTH 196 | Biological Anthropology [C3NS] | |
| Physics, Chemistry and the Human Experience [C3PP] | ||
or ISCI 172 | Physical Science for Teachers [C3PP] | |
| Life and Environmental Science for Teachers [C3L] | ||
| Cultural Anthropology [C4GE] | ||
or GEOG 200 | Geography: The Global Dimension [C4GE] | |
| U.S. History [C4AE] | ||
or POSC 225 | U.S. Government [C4AE] | |
| Scientific Perspectives in Biological Anthropology [C3L] | ||
| The Solar System [C3PP] | ||
| Stars, Galaxies, and Cosmology [C3PP] | ||
| Scientific Perspectives [C3L] | ||
| The Physical Nature of Light and Sound (3, 1) [C3PP] | ||
| College Physics I [C3PP] | ||
| Total Credits | 22 | |
Professional Studies Core Requirements
The following courses are required for licensure. These courses may be taken prior to or while enrolled in the program:
| Code | Title | Credits |
|---|---|---|
| EDUC 200 | Foundations of Education in the United States | 3 |
| ELED 310 | Diversity in Elementary Education | 3 |
| EXED 200 | Foundations of Exceptional Education | 3 |
| PSYC 160 | Life Span Human Development [C5SD] | 3 |
| WRTC 103 | Rhetorical Reading and Writing [C1W] | 3 |
| Total Credits | 15 | |
ELED Concentration Requirements
Elementary Education Content Requirements: 50 Credit Hours
| Code | Title | Credits |
|---|---|---|
| ELED 272 | Introduction to Early and Elementary Education | 3 |
| ELED 321 | Practicum with a Focus on Learners and Learning (must be taken for one credit hour) | 1 |
| ELED 322 | Practicum with a Focus on Curriculum Integration and Guiding Behavior (must be taken for one credit hour) | 1 |
| ELED 332 | Children and Science | 3 |
| ELED 334 | Children and Social Studies | 3 |
| ELED 400 | Elementary Education Final Practicum | 1 |
| ELED 444 | Mathematics Content and Pedagogy for Elementary Education I | 3 |
| ELED 445 | Mathematics Content and Pedagogy for Elementary Education II | 3 |
| ELED 450 | Planning Instruction and Assessment | 3 |
| ELED 455 | Home, School, Communities | 3 |
| ELED 480 | Student Teaching in Elementary Education | 8 |
| ELED 485 | Guiding Student Behavior: Responsive Classroom Management | 3 |
| EXED 325 | Inclusive Practices in Early Childhood | 3 |
| IS 498 | Individualized Study Project (must be taken for three credit hours) | 3 |
| LED 300 | Reading Instruction and Assessment for Diverse Learners PK-6 | 3 |
| LED 350 | Writing Instruction, Assessment and Technology for Diverse Learners PK-6 | 3 |
| LED 462 | Disciplinary Literacy for Diverse Classrooms PK-6 | 3 |
| Total Credits | 50 | |
Electives: 0-15 Credit Hours
Number of elective credit hours required is contingent on the four-year institution 60 credit hour requirement. Elective options include:
| Code | Title | Credits |
|---|---|---|
| ELED 490 | Special Studies in Elementary Education | 1-3 |
| EXED 310 | Survey of Emotional Disturbance | 3 |
| Additional courses may fulfill elective credits with approval from advisor. | ||
Education, Inclusive Early Childhood Education (IECE) Concentration, B.I.S.
This fully online program is for students who are continuously employed as instructional assistants in schools and have completed 60 credits and/or have an associate's degree. Other relevant employment considered on a case-by-case basis. A transferable associate degree from any VCCS institution will provide the smoothest transition to the JMU BIS course work. Other associate degrees from accredited institutions are considered on a case-by-case basis.
This program is a Bachelor's of Individualized Study with a concentration in Inclusive Early Childhood Education. Students completing this program are prepared to serve as teachers of students with and without disabilities in a variety of educational placements and service delivery models including early intervention, hospital education, ECSE and public elementary settings
Completers of this program earn a degree and are eligible for a Virginia teaching license in areas birth-age 5 special education and PreK-3rd grade general education.
There are 60 credits that must be earned at a four-year institution and 30 of those must be earned at JMU.
Candidates should note that they must be fully admitted to teacher education prior to registering for the courses offered during Summer Semester Year 1 of their education program. Candidates should also note that, on occasion, Virginia Department of Education (VDOE) or other accrediting agencies may change requirements after the catalog copy is approved. Therefore, it is especially important for candidates to confer with their education advisor on a regular basis for the most current requirements. Completers of this program earn a degree and are eligible for a Virginia teaching license in areas birth-age 5 special education and PreK-3rd grade general education. To be recommended for licensure, all candidates must meet the following requirements:
- Complete General Education requirements or have the VCCS waiver.
- Complete the Inclusive Early Childhood Education pre-professional program.
- Complete the disciplinary courses required for the Inclusive Early Childhood Education concentration
- Meet all admission and retention criteria for teacher education including satisfactory scores on the Math Assessment, Praxis Elementary Subject Assessments (Reading & L.A Test Code 5002, Mathematics Test Code 5003, Science Test Code 5005, and Social Studies Test Code 5004), and Praxis Teaching Reading: Elementary Test (5205) (new version of RVE).
- Meet admission requirements for the Inclusive Early Childhood Education program.
- Meet performance and behavior standards as indicated by ratings on the program Professional Dispositions Checklist.
The Bachelor of Science In Indivualized Study with a concentration in Inclusive Early Childhood Education enables students to gain knowledge and understanding of early childhood inclusion (Birth-3rd grade) and practices that promote access, participation, and support for young children and their families. Students completing the degree program, when combined with the teacher dual licensure option, are prepared to serve as teachers of students with and without disabilities in a variety of inclusive educational placements.
The licensure program is designed to prepare resilient, culturally responsive educators who are advocates for young children and youth with and without disabilities that are not only qualified for the complexity of their professional roles but also are reflective problem-solvers. This program offers a dual licensure in PreK-3rd grade and Early Childhood Special Education (birth-5 years).
Minimum Grade Requirement
Assessment occurs during each semester, and candidate performance is reviewed at the end of each semester. Candidates must demonstrate satisfactory performance before moving on to the next semester. Satisfactory performance includes a minimum grade of "C" in all education course work and an overall 2.5 GPA, demonstration of professional behaviors, and acceptable performance in practicum and on key assessments.
The program includes extensive field experiences. Assessment of candidate performance includes evaluation of performance in individual courses and practicum, as well as other criteria. At various points throughout the program, there are formative and summative assessments where faculty committees review the overall performance of each candidate. Formative assessments will be used to advise candidates and develop a plan of action for addressing any concerns that have been identified by the faculty. Summative assessments will be used to identify those candidates who are not making satisfactory progress toward advancement to the next sequences of courses and experiences. If progress is unsatisfactory, the candidate will not be allowed to continue until any identified issues are corrected. In some cases, a candidate will be allowed to continue in the next semester, but there will be a plan of action for addressing any concerns that have been identified by the faculty.
Every student is assigned an advisor. Students should plan on regularly consulting their advisor.
It is important for students to understand that the undergraduate concentration in Inclusive Early Childhood Education does not lead to Teacher-Education licensure unless licensure requirements are completed. To qualify for a recommendation for licensure in Inclusive Early Childhood Education [Early Childhood Special Education (Birth-5 years) and general education curriculum (PreK-3rd Grade)], students must complete licensure requirements in addition to requirements for the Inclusive Early Childhood Education undergraduate concentration.
Professional Studies Core Requirements: 15 Credit Hours
The following courses are required for licensure. These courses may be taken prior to or while enrolled in the program:
| Code | Title | Credits |
|---|---|---|
| EDUC 200 | Foundations of Education in the United States | 3 |
| EDUC 310 | Teaching in a Diverse Society | 3 |
| EXED 200 | Foundations of Exceptional Education | 3 |
| PSYC 160 | Life Span Human Development [C5SD] | 3 |
| WRTC 103 | Rhetorical Reading and Writing [C1W] | 3 |
| Total Credits | 15 | |
Inclusive Early Childhood Education Content Requirements
| Code | Title | Credits |
|---|---|---|
| IECE 300 | Issues and Trends in Inclusive Early Childhood Education | 3 |
| IECE 303 | Development of Young Children Birth Through Age 8 | 3 |
| IECE 321 | Initial Field Experience in IECE Part 1 | 1 |
| IECE 322 | Curriculum and Instruction in Inclusive Early Childhood Education | 3 |
| IECE 324 | Assessment of the Young Child | 3 |
| IECE 355 | Foundations of Inclusive Emergent and Early Literacy for Inclusive Early Childhood Education (IECE) | 3 |
| IECE 421 | Intermediate Field Experience in IECE Part 1 | 2 |
| IECE 429 | Teaching Early Childhood Learners with Complex Care Needs (IECE) | 3 |
| IECE 450 | Contemporary Family Issues in Inclusive Education | 3 |
| IECE 456 | Foundations of Literacy (PK-3) for Inclusive Early Childhood Education (IECE) | 3 |
| IECE 460 | Instructional Practices in Numeracy | 3 |
| IECE 461 | Advanced Field Experience in IECE Part 1 | 3 |
| IECE 462 | Instructional Practices in Natural Sciences for Young Children | 3 |
| IECE 464 | Instructional Practices in Social Studies for Young Children | 3 |
| IECE 466 | Managing Classrooms and Guiding Behavior | 3 |
| IECE 470 | Individualized Behavior Intervention for Young Children | 3 |
| IECE 480 | Student Teaching in Inclusive Early Childhood Education (must be taken twice for a total of 12 credits) | 12 |
| IECE 481 | Seminar in Inclusive Early Childhood Education | 1 |
| IS 498 | Individualized Study Project | 3 |
| Total Credits | 61 | |
Education, Special Education (SPED) Concentration, B.I.S.
This fully online program is for students who are continuously employed as instructional assistants in schools and have completed 60 credits and/or have an associate's degree. Other relevant employment considered on a case-by-case basis. A transferable associate degree from any VCCS institution will provide the smoothest transition to the JMU BIS course work. Other associate degrees from accredited institutions are considered on a case-by-case basis.
This program leads to a bachelor's degree and a teaching license in both Special Education K-12: Accessing the General Curriculum and Special Education K-12: Adapted Curriculum. Students must have a transferable associate's degree to complete the program as described. The program focuses on developing teachers who are knowledgeable about the characteristics, diagnosis and remediation of children with disabilities accessing the general education curriculum and in adapted curriculum settings. They will learn from dedicated and engaged faculty members in synchronous online courses.
Completers of this program earn a degree and are eligible for a Virginia teaching license in areas in both Special Education K-12: Accessing the General Curriculum and Special Education K-12: Adapted Curriculum.
There are 60 credits that must be earned at a four-year institution and 30 of those must be earned at JMU.
Candidates should note that they must be fully admitted to teacher education prior to registering for the courses offered during Summer Semester Year 1 of their education program. Candidates should also note that, on occasion, Virginia Department of Education (VDOE) or other accrediting agencies may change requirements after the catalog copy is approved. Therefore, it is especially important for candidates to confer with their education advisor on a regular basis for the most current requirements. Completers of this program earn a degree and are eligible for a Virginia teaching license in areas in both Special Education K-12: Accessing the General Curriculum and Special Education K-12: Adapted Curriculum. To be recommended for licensure, all candidates must meet the following requirements:
- Complete General Education requirements or have the VCCS waiver.
- Complete the Special Education Pre-professional Program.
- Complete the disciplinary courses required for the Special Education concentration.
- Meet all admission and retention criteria for Teacher Education including satisfactory scores on the Math Assessment, and Praxis Teaching Reading: Elementary Test (5205) (new version of RVE).
- Meet admission requirements for the Special Education program.
- Meet performance and behavior standards as indicated by ratings on the program Professional Dispositions Checklist.
All students must attend an orientation meeting at JMU the semester or summer prior to starting the program. This orientation is offered online. Please note, the program offers free tutoring for the assessments listed above.
Candidates must be fully accepted into teacher education to begin their program course work in the Summer Semester Year 1.
Field experience includes practicum and student teaching. Students teach for twelve weeks in a general curriculum education classroom and twelve weeks in an adapted curriculum education classroom. One of the above placements will be in an elementary setting and the other will be in a middle/high school setting. This includes the possibility of teaching in your own classroom with the last placement.
Minimum Grade Requirement
Assessment occurs during each semester, and candidate performance is reviewed at the end of each semester. Candidates must demonstrate satisfactory performance before moving on to the next semester. Satisfactory performance includes a minimum grade of "C" in all education course work and an overall 2.5 GPA, demonstration of professional behaviors, and acceptable performance in practicum and on key assessments.
The licensure program is designed to prepare resilient, culturally-responsive educators who are advocates for children and youth with disabilities and who are not only qualified for the complexity of their professional roles but also are reflective problem solvers.
Assessment of candidate performance includes evaluation of performance in individual courses. Students are required to demonstrate satisfactory performance, which includes a minimum grade of "C" in all major and concentration coursework and a "satisfactory" score on all key assessments. If a student does not pass a key assessment, they will be given one additional attempt to retake the key assessment after remediation sessions with a designated faculty member. Key assessments and course grades will be used to identify those candidates who are not making satisfactory progress toward advancement to the next sequence of courses. The assessments will be used to advise candidates and develop a plan of action to address and support any concerns that have been identified by the faculty. In some cases, a candidate will be allowed to continue in the next semester, but there will be a plan of action for addressing any concerns that have been identified by the faculty. Every student is assigned an advisor. Students should plan on consulting their advisor regularly.
Professional Studies Core Requirements
The following courses are required for licensure. These courses may be taken prior to or while enrolled in the program:
| Code | Title | Credits |
|---|---|---|
| EDUC 200 | Foundations of Education in the United States | 3 |
| EDUC 310 | Teaching in a Diverse Society | 3 |
| EXED 200 | Foundations of Exceptional Education | 3 |
| PSYC 160 | Life Span Human Development [C5SD] | 3 |
| WRTC 103 | Rhetorical Reading and Writing [C1W] | 3 |
| Total Credits | 15 | |
SPED Concentration Requirements
| Code | Title | Credits |
|---|---|---|
| Required Courses | ||
| EDUC 303 | Foundations of Curriculum and Instruction | 3 |
| EXED 303 | Foundations of Classroom and Behavior Management | 3 |
| EXED 341 | Characteristics of Learners with Disabilities Accessing the General Curriculum | 3 |
| EXED 342 | Characteristics of Learners with Low Incidence Disabilities Accessing the Adapted Curriculum | 3 |
| EXED 407 | Transitions of Learners with Disabilities (must be taken for three credit hours) | 3 |
| EXED 419 | Foundations and Theories of Literacy for K-12 | 3 |
| EXED 474 | Assessment and Evaluation in Special Education | 3 |
| EXED 475 | Program Planning in Special Education | 3 |
| EXED 478 | Supervised Practice in Special Education Methods (must be taken for two credit hours) | 2 |
| EXED 480 | Student Teaching in Special Education (must be taken twice for a total of eight credit hours) | 8 |
| EXED 484 | Inclusive Practices in Special Education (must be taken for three credit hours) | 3 |
| EXED 485 | Systematic Behavioral Support and Interventions | 3 |
| IS 498 | Individualized Study Project (must be taken for three credit hours) | 3 |
| Subtotal | 43 | |
| Accessing the General Curriculum Courses | ||
| EXED 405 | Alternative Math Instructional Methods and Supports for Students with Disabilities | 3 |
| EXED 450 | Principles of Specialized Reading Instruction | 3 |
| EXED 477 | Remedial Methods in Special Education | 3 |
| Subtotal | 9 | |
| Adapted Curriculum Courses | ||
| EXED 429 | Teaching Learners with Complex Care Needs | 3 |
| EXED 436 | Communication Language and Literacy for Learners on the Adapted Curriculum | 3 |
| EXED 473 | Methods of Instruction for Learners Accessing the Adapted Curriculum | 3 |
| Subtotal | 9 | |
| Total Credits | 61 | |
Education, Early Childhood Education Development (ECED) Concentration, A.A.S. to B.I.S.
Recommended Schedule for ECED Concentration
Additional courses may be needed each semester, depending on previous courses taken/transferred.
| First Year | ||
|---|---|---|
| Fall Semester | Credits | |
| No practicum, but must have access to children for assignments in the following courses. Grades PK-1 are preferable. | ||
| ECED 372 | Introduction to Early Childhood Education | 3 |
| ECED 444 | Mathematics Content and Pedagogy for Early Childhood Education I | 3 |
| LED 355 | Inclusive Early Literacy Development and Acquisition | 3 |
| Credits | 9 | |
| Spring Semester | ||
| ECED 442 | The Young Child | 3 |
| ECED 443 | Practicum in Primary Grades | 1 |
| ECED 445 | Mathematics Content and Pedagogy for Early Childhood Education II | 3 |
| LED 456 | Inclusive Literacy Learning in the Primary Grades | 3 |
| Credits | 10 | |
| Summer Semester | ||
| HIST 101 or HIST 102 |
World History to 1500 [C2HQC] or World History since 1500 [C2HQC] |
3 |
| GEOG 200 | Geography: The Global Dimension [C4GE] | 3 |
| ISCI 101 or ISCI 172 |
Physics, Chemistry and the Human Experience [C3PP] or Physical Science for Teachers [C3PP] |
3 |
| Credits | 9 | |
| Second Year | ||
| Fall Semester | ||
| ECED 304 | Diversity, Equity and Justice in Early Childhood Education | 3 |
| ECED 412 | Natural and Social Sciences for Young Children | 3 |
| ECED 461 | Integrated Day Practicum | 1 |
| EXED 325 | Inclusive Practices in Early Childhood | 3 |
| Credits | 10 | |
| Spring Semester | ||
| EXED 402 | Positive Behavior Supports and Individualized Interventions for Young Children (must be taken for three credit hours) | 3 |
| Choose one of the following: | 3 | |
| Art Today: Themes in Contemporary Art [C2VPA] | ||
| Survey of World Art II: Renaissance to Modern [C2VPA] | ||
| Music and Culture [C2VPA] | ||
| Choose one of the following Critical Thinking courses: | 3 | |
| Applied Critical Thinking in Business [C1CT] | ||
| Critical Questions in Education [C1CT] | ||
| Critical Issues in Recent Global History [C1CT] | ||
| Critical Thinking [C1CT] | ||
| Ethical Reasoning [C1CT] | ||
| Mediated Communication: Issues and Skills [C1CT] | ||
| Credits | 9 | |
| Summer Semester | ||
| HTH 100 or KIN 100 |
Personal Wellness [C5W] or Lifetime Fitness and Wellness (2,2) [C5W] |
3 |
| Choose one of the following: | 3 | |
| Fundamental Human Communication: Presentations [C1HC] | ||
| Fundamental Human Communication: Individual Presentations [C1HC] | ||
| Fundamental Human Communication: Group Presentations [C1HC] | ||
| Credits | 6 | |
| Third Year | ||
| Fall Semester | ||
| ECED 480 | Student Teaching ECED | 8 |
| IS 498 | Individualized Study Project (must be taken for three credit hours) | 3 |
| Credits | 11 | |
| Total Credits | 64 | |
Education, Elementary Education (ELED) Concentration, B.I.S.
Recommended Schedule for ELED Concentration
Additional courses may be needed each semester, depending on previous courses taken/transferred.
| First Year | ||
|---|---|---|
| Fall Semester | Credits | |
| ELED 272 | Introduction to Early and Elementary Education | 3 |
| ELED 310 | Diversity in Elementary Education | 3 |
| EXED 200 | Foundations of Exceptional Education | 3 |
| ISCI 171 | Earth and Planetary Science for Teachers [C3NS] | 3 |
| Credits | 12 | |
| Spring Semester | ||
| ELED 321 | Practicum with a Focus on Learners and Learning (must be taken once for a total of one credit hour) | 1 |
| ELED 444 | Mathematics Content and Pedagogy for Elementary Education I | 3 |
| ISCI 101 or ISCI 172 |
Physics, Chemistry and the Human Experience [C3PP] or Physical Science for Teachers [C3PP] |
3 |
| LED 300 | Reading Instruction and Assessment for Diverse Learners PK-6 | 3 |
| Credits | 10 | |
| Summer Semester | ||
| ELED 332 | Children and Science | 3 |
| ELED 334 | Children and Social Studies | 3 |
| EXED 310 | Survey of Emotional Disturbance | 3 |
| Credits | 9 | |
| Second Year | ||
| Fall Semester | ||
| ELED 322 | Practicum with a Focus on Curriculum Integration and Guiding Behavior (must be taken once for a total of one credit hour) | 1 |
| ELED 445 | Mathematics Content and Pedagogy for Elementary Education II | 3 |
| LED 350 | Writing Instruction, Assessment and Technology for Diverse Learners PK-6 | 3 |
| Credits | 7 | |
| Spring Semester | ||
| ELED 400 | Elementary Education Final Practicum | 1 |
| ELED 450 | Planning Instruction and Assessment | 3 |
| ELED 485 | Guiding Student Behavior: Responsive Classroom Management | 3 |
| ISCI 173 | Life and Environmental Science for Teachers [C3L] | 3 |
| Credits | 10 | |
| Summer Semester | ||
| EXED 325 | Inclusive Practices in Early Childhood | 3 |
| IS 498 | Individualized Study Project (must be taken for three credit hours) | 3 |
| LED 462 | Disciplinary Literacy for Diverse Classrooms PK-6 | 3 |
| Credits | 9 | |
| Third Year | ||
| Fall Semester | ||
| ELED 455 | Home, School, Communities | 3 |
| ELED 480 | Student Teaching in Elementary Education | 8 |
| Credits | 11 | |
| Total Credits | 68 | |
Education, Inclusive Early Childhood Education (IECE) Concentration, B.I.S.
Recommended Schedule for IECE Concentration
Additional courses may be needed each semester, depending on previous courses taken/transferred.
| First Year | ||
|---|---|---|
| Fall Semester | Credits | |
| IECE 300 | Issues and Trends in Inclusive Early Childhood Education | 3 |
| IECE 303 | Development of Young Children Birth Through Age 8 | 3 |
| IECE 321 | Initial Field Experience in IECE Part 1 | 1 |
| IECE 322 | Curriculum and Instruction in Inclusive Early Childhood Education | 3 |
| Credits | 10 | |
| Spring Semester | ||
| IECE 355 | Foundations of Inclusive Emergent and Early Literacy for Inclusive Early Childhood Education (IECE) | 3 |
| IECE 421 | Intermediate Field Experience in IECE Part 1 | 2 |
| IECE 466 | Managing Classrooms and Guiding Behavior | 3 |
| IECE 464 | Instructional Practices in Social Studies for Young Children | 3 |
| Credits | 11 | |
| Summer Semester | ||
| IECE 429 | Teaching Early Childhood Learners with Complex Care Needs (IECE) | 3 |
| IECE 462 | Instructional Practices in Natural Sciences for Young Children | 3 |
| Credits | 6 | |
| Second Year | ||
| Fall Semester | ||
| IECE 324 | Assessment of the Young Child | 3 |
| IECE 456 | Foundations of Literacy (PK-3) for Inclusive Early Childhood Education (IECE) | 3 |
| IECE 460 | Instructional Practices in Numeracy | 3 |
| IECE 461 | Advanced Field Experience in IECE Part 1 | 3 |
| Credits | 12 | |
| Spring Semester | ||
| IECE 480 | Student Teaching in Inclusive Early Childhood Education | 6 |
| IECE 481 | Seminar in Inclusive Early Childhood Education | 1 |
| Credits | 7 | |
| Summer Semester | ||
| IECE 450 | Contemporary Family Issues in Inclusive Education | 3 |
| IECE 470 | Individualized Behavior Intervention for Young Children | 3 |
| Credits | 6 | |
| Third Year | ||
| Fall Semester | ||
| IECE 480 | Student Teaching in Inclusive Early Childhood Education | 6 |
| IS 498 | Individualized Study Project (must be taken for three credit hours) | 3 |
| Credits | 9 | |
| Total Credits | 61 | |
Education, Special Education (SPED) Concentration, B.I.S.
Recommended Schedule for SPED Concentration
Additional courses may be needed each semester, depending on previous courses taken/transferred.
| First Year | ||
|---|---|---|
| Fall Semester | Credits | |
| EDUC 303 | Foundations of Curriculum and Instruction | 3 |
| EXED 341 | Characteristics of Learners with Disabilities Accessing the General Curriculum | 3 |
| EXED 342 | Characteristics of Learners with Low Incidence Disabilities Accessing the Adapted Curriculum | 3 |
| EXED 474 | Assessment and Evaluation in Special Education | 3 |
| Credits | 12 | |
| Spring Semester | ||
| EXED 419 | Foundations and Theories of Literacy for K-12 | 3 |
| EXED 429 | Teaching Learners with Complex Care Needs | 3 |
| EXED 484 | Inclusive Practices in Special Education (must be taken for three credit hours) | 3 |
| Credits | 9 | |
| Summer Semester | ||
| EXED 405 | Alternative Math Instructional Methods and Supports for Students with Disabilities | 3 |
| EXED 475 | Program Planning in Special Education | 3 |
| EXED 303 | Foundations of Classroom and Behavior Management | 3 |
| Credits | 9 | |
| Second Year | ||
| Fall Semester | ||
| EXED 450 | Principles of Specialized Reading Instruction | 3 |
| EXED 473 | Methods of Instruction for Learners Accessing the Adapted Curriculum | 3 |
| EXED 477 | Remedial Methods in Special Education | 3 |
| EXED 478 | Supervised Practice in Special Education Methods (must be taken for two credit hours) | 2 |
| Credits | 11 | |
| Spring Semester | ||
| EXED 480 | Student Teaching in Special Education (must be taken for four credit hours) | 4 |
| EXED 485 | Systematic Behavioral Support and Interventions | 3 |
| Credits | 7 | |
| Summer Semester | ||
| EXED 407 | Transitions of Learners with Disabilities (must be taken for three credit hours) | 3 |
| EXED 436 | Communication Language and Literacy for Learners on the Adapted Curriculum | 3 |
| Credits | 6 | |
| Third Year | ||
| Fall Semester | ||
| EXED 480 | Student Teaching in Special Education (must be taken for four credit hours) | 4 |
| IS 498 | Individualized Study Project (must be taken for three credit hours) | 3 |
| Credits | 7 | |
| Total Credits | 61 | |