Special Education Concentration Coursework (36 credit hours)
All candidates seeking the Master of Education in Special Education and either initial or advanced licensure in Special Education Modified K-12 will take the following 21 credit hours of Special Education coursework.
EGSE 5013 Special Education Assessment and Remediation (3)
Principles and practices of assessing the exceptional student are explored in order to develop technical knowledge, decision-making ability, and skills related to the assessment and remediation of at-risk children and those with disabilities. Referrals, assessment measures, observation anecdotes, formative and summative assessments, assessment results, and summary recommendations are explored. An emphasis is placed on measuring reliable change, evaluating existing tests, and data-based decision making so that appropriate remedial strategies can be implemented.
EGSE 5023 Special Education Disabilities (3)
Participants are provided with an overview of a variety of conditions including high incidence disabilities, low incidence disabilities, spectrum disorders such as autism, attention deficit disorders, emotional and behavioral disorders, and the gifted and talented. These are examined with consideration to the psychological, physiological, social, and educational characteristics of each. An emphasis is placed on causes, prevalence, diagnosis and intervention.
EGSE 5033 Special Education Law (3)
Statutory guidelines that govern the application of major components of all federal mandates for special education are examined. Attention is given to providing knowledge of current law and legislation, sensitivity to legal issues, and application of legal principles related to special education services in the public school setting. IDEA, communication and collaboration, preparing for and conducting meetings, accommodations and modifications, IEP writing, transition planning, and inclusive teaching practices are key components of the course.
EGSE 5043 Special Education Teaching Methodologies (3)
Participants learn pedagogical strategies and techniques, and philosophical underpinnings required for teaching exceptional students. Major topics include: characteristics of effective teaching; planning for instruction; creating effective lessons using a variety of approaches, effectively integrating technology; science instructional methods, and math instructional methods.
EGSE 5053 Foundations of Behavior Analysis (3)
This course provides historical and current context regarding the terminology, methods and applications of Applied Behavior Analysis. Emphasis will be on having students demonstrate mastery of terms used and generate examples of concepts across various settings. This is the first in a five-course series to assist in preparing students to discuss principles using a common terminology and survey how these principles are applied. Supervised experience concurrent to coursework is required and may be accessed through the College.
EGSE 5063 Behavior Analysis and Program Evaluation (3)
This course is designed to develop an understanding of data collection methods, interpretation of data and data-based decision making. Additionally, single subject research design will be described in terms of evaluating effects of implementing interventions. Emphasis will be on the selecting effective means of data collection for assessment and intervention monitoring and using single-subject research designs to describe functional relationships between interventions and behavioral outcomes.
EGSE 5073 Educational and Behavioral Interventions (3)
This course will examine the factors that contribute to challenging behavior or lead to instructional challenges, and coordinating best practices for analyzing student behavior and learning styles, developing intervention plans, and evaluating the effectiveness of these plans. Students completing this course will be able to use principles of applied behavior analysis to identify target behaviors, collect data on the behavior in order to establish a baseline and develop individualized and appropriate interventions.
Initial Licensure Core Coursework (15 credits)
Candidates seeking the Master of Education in Special Education and initial licensure in Special Education Modified K-12 will take the following 15 credit hours of core coursework.
EG 5063 Building Classroom Communities (3)
This course is designed to analyze the relationship among classroom environment, classroom behavior, and learning. Students will explore various classroom discipline and management models and their relationship to degrees of teacher and student control. Particular attention is given to understanding how a teacher’s behavior and/or instructional strategies, styles, and techniques affect student behavior and learning. This course will also explore the importance of family and community collaboration.
EG 5023 Principles of Learning (3)
This course is designed to introduce teachers to the profession of teaching and the field of education. In this course students will consider social, cultural and economic issues which have shaped education and the impact of education on U.S. and global economic development. More specifically, the course will address human growth and development theories related to how people learn, social issues that impact schooling practices, the history of education, education in a multicultural society, and emerging trends and issues in education today. Students will learn to engage in critical reflection and will be required to do substantial amounts of reading and writing.
EG 5713 Balanced Literacy (3)
This course is an in-depth look into research on how children become literate and the practical implications of this research. It provides an understanding of research-based instruction regarding a balanced, comprehensive program of instruction in reading, writing and language arts. A balanced approach to reading/language arts instruction includes explicit instructions in basic reading skills and comprehensive strategies for all students, including students with varied reading levels and language backgrounds. Reading readiness, emergent literacy, fluency, vocabulary, comprehension and a variety of reading models are examined. Course objectives and topics are aligned with Tennessee teacher candidate standards for reading and research from the National Reading Panel (2000) and the International Reading Association.
EG 5303 Teaching the Diverse Learner (3)
This course will examine student diversity, including developing and using appropriate, related vocabulary. The student will learn differentiated instructional and assessment strategies that support academic achievement for all students. The course will also develop and understanding of English language learners and special education students within family and community contexts, including contemporary legal issues concerning diverse learners.
EG 5053 Planning, Instruction & Assessment (3)
This course provides pre-service teachers with the knowledge and skills necessary to evaluate and apply effective pedagogical practices in various classroom settings. Students will analyze teaching strategies and will critique and analyze lessons presented in various settings. Likewise, students will write and develop effective unit and lesson plans and corresponding assessments. Students in the course will analyze lesson plans, examine the essential components of effective lesson and unit plans, and will develop plans for curriculum standards provided by the state of Tennessee. Likewise, students will be able to analyze effectively instructional practices and data in order to make sound curricular choices. Students will engage in practice teaching sessions in order to receive feedback from their colleagues and will design assessments in order to demonstrate an understanding of the concepts presented in the course.
Additionally, candidates must take 541C Student Teaching (8) or EG513V Mentoring (4) (for individuals with Transitional Licenses only) to complete licensure requirements.
Advanced Licensure Core Coursework (15 credits)
Candidates seeking the Master of Education in Special Education and advanced licensure in Special Education Modified K-12 will take the following 15 credit hours of core coursework.
EG 5103 Data Driven Learning Culture (3)
This course will focus on using data to guide planning, instruction, and evaluation at the classroom, school, and district level. The student will exhibit an understanding of basic statistical analysis and research design and methodology. The course will address best practices for analyzing and evaluating the rigor of curriculum and instruction and monitoring the school’s curricular program, as well as supporting a systematic process of student/teacher assessment and improvement, coaching, and supervision and family engagement. The student will identify a problem that can be investigated using action research, clarify the problem, propose a solution and determine appropriate methodology for the research. In some programs, the student will complete the action research project in EG5363.
EG 5203 How We Learn (3)
The student will participate in an advanced study of learning theories, human growth and development, and motivation, including cognitive, emotional, and physical characteristics of children in various age groups. The course will explore current brain research on teaching and learning, the importance of metacognition, and strategies that increase student learning. The student may use case studies and clinical observations to develop the skills and knowledge necessary to identify different learning styles among students and to develop appropriate instructional strategies. Students will learn observation methods used to evaluate and improve instruction.
EG 5213 Instructional Design (3)
This course examines research on effective instruction, strategies to foster student learning at higher levels, and ways to demonstrate that students are meeting high standards. In addition to learning strategic planning for instruction, the student will exhibit skills and knowledge necessary to research, design, and implement instruction for student success in both classroom and team approaches. This course will also consider professional collaboration and development needed to provide research-based instructional strategies and appropriate assessments to help students meet academic standards.
EG 5013 Education in a Global Context (3)
The course places contemporary American education in the context of global, social, cultural and economic systems. Students will explore diversity among learners (e.g., cultural, socio-economic, linguistic, gender, special needs) and the differentiated instructional and assessment strategies that support their academic achievement. This course includes contemporary issues concerning diversity, global perspectives and family engagement.
EG 5343 Curriculum, Instruction, Assessment (3)
This course will include an analysis of curriculum standards, appropriate goals and objectives, formative and summative assessments, and implementation of effective instructional strategies using backward design. The student will investigate the role of school/teacher leaders in curriculum implementation, mapping, gap analysis, pacing, and assessment procedures to address the needs of each learner. The course will emphasize group processes to foster a collaborative culture to support educator development and student learning.