10 courses with the subject SED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
SED 356ASSESSMENT3
This course will provide future teachers with the foundation and understanding of the assessment process. It will prepare teachers to be professionals and leaders in the field of special education. Students will focus on the educational assessment methods and procedures used in decision making and program planning for students with exceptional learning needs. Students will acquire the aspects of the assessment process that represent commitment, integrity, intellectual acuity, justice and stewardship for special needs students. The student will familiarize themselves with all current reliable, valid, formal, and informal assessment instruments. This course meets InTASC Standards, TN EPP Literacy Standards, CEC Initial Practice-Based Professional Preparation Standards for Special Educators. This course requires ten (10) hours of field experience/observations in a public-school setting. Prerequisites: Must have completed EDU 110 and EDU 201. (Fall)
Behavior interventions are an integral part of the preventative strategies designed to support students through a three-tiered system of primary, secondary and tertiary plans of prevention. Tier I, or the primary prevention, utilizes school-wide procedures as a basic level of behavioral support for all students in all settings in the school. Tier II and III reveal additional support through a secondary prevention or targeted group support plan. This course will present practices for supporting students who require the highest most intensive level of individualized support within a school-wide system. This includes: a) describing the features of the intensive level of support for individual students; b) procedures currently used to provide comprehensive supports to high need students, and c) strategies for addressing challenges to the implementation of intensive individual supports. Additionally, preservice teachers will conduct a functional behavioral assessment and create and implement a behavior modification project. This course meets InTASC Standards, TN EPP Literacy Standards, CEC Initial Practice-Based Professional Preparation Standards for Special Educators. This course requires 10 hours of field experience/observations in a public school setting. Prerequisites: EDU 110, EDU 201, PSY 231 (Spring)
This course is designed for educators who plan and implement academically sensitive educational programs for children and adolescents with disabilities. Opportunities for the comprehensive study of characteristics of such programs, assessment techniques, and strategies essential to meeting the needs of students with learning problems will be provided. The special and unique problems of students with learning problems will be provided. The special and unique problems will be aligned with models, materials, teaching strategies, and transition requirements for students with disabilities. A particular emphasis will be placed on planning strategies across all content areas. This course meets InTASC Standards, TN EPP Literacy Standards, CEC Initial Practice-Based Professional Preparation Standards for Special Educators. This course requires ten (10) hours of field experience/observations in a public-school setting. Prerequisites: EDU 110 and EDU 201 (Spring) 276 2024-2025 Academic Catalog
This course is to provide program candidates with the knowledge necessary to utilize applications of technology that support Universal Design for the curriculum for students with disabilities. The goal is for the future teacher to understand all adaptive materials and technologies to support the classroom student. This course meets InTASC Standards, TN EPP Literacy Standards, CEC Initial Practice-Based Professional Preparation Standards for Special Educators. This course requires ten (10) hours of field experience/observations in a public-school setting. Prerequisites: EDU 110, EDU 201, PSY 231 (Spring)
This course provides program candidates with the knowledge necessary to identify the characteristics of gifted and talented students, offer instructional recommendations to regular education teachers, plan programming and curriculum based on state standards, and understand current legislation related to the development of gifted and talented students. This course meets InTASC Standards, TN EPP Literacy Standards, CEC Initial Practice-Based Professional Preparation Standards for Special Educators. This course requires ten (10) hours of field experience/observations in a public-school setting. Prerequisites: EDU110, EDU201, PSY231 (Spring)
This course will examine teaching methodologies and approaches for making accommodations and modifications for students with mild to moderate learning differences. This class will explore classroom organization and management methods that will enhance student learning. The teacher candidate will understand methods for establishing a positive learning environment while implementing students’ IEPs. There will be a strong emphasis on the mastery of the regular education curriculum, skills development, and planning for transition from school into the work environment. You will also be immersed in the special education edTPA® handbook and will teach and videotape four lessons. This course meets InASC Standards, TN EPP Literacy Standards, CEC Initial Practice-Based Professional Preparation Standards for Special Educators. This course requires 20 hours of field experience/observations in a public-school setting. This course must be taken in the semester immediately prior to student teaching. Prerequisite: Admission to TEP (Fall) 2024-2025 Academic Catalog 277 DERGRADUATE COURSE DESCRIPTIONS
This course is designed for educators that wish to work with and understand concepts and terms related to educating students concerning inclusion. The course helps teachers learn about the continuum of placement strategies school systems can use in providing special education services to students with disabilities. The course helps future teachers to understand the federal definition of students entitled to special education services, as well as the procedures used to determine whether the students can be educated in the regular classroom. The course also identifies and describes the roles and responsibilities of special and general educators in providing special education services to students placed in the least restrictive environment (LRE). This course meets InTASC Standards, TN EPP Literacy Standards, CEC Initial Practice- Based Professional Preparation Standards for Special Educators. This course requires 10 hours of field experience/observations in a public-school setting. Prerequisites: Students enrolling in SED 425 must have completed PSY 231 and be admitted to
This course will provide future teachers with the foundation and understanding of the assessment process. It will prepare teachers to be professionals and leaders in the field of special education. Students will focus on the educational assessment methods and procedures used in decision making and program planning for students with exceptional learning needs. Students will acquire the aspects of the assessment process that represent commitment, integrity, intellectual acuity, justice and stewardship for special needs students. The student will familiarize themselves with all current reliable, valid, formal, and informal assessment instruments. This course will examine data-driven and problem-solving methodologies and instructional strategies for making instructional interventions based on students’ individualized needs. This class will explore research-based intervention strategies for Tier III, progress monitoring, literacy assessment, data analysis, assessment driven instruction, classroom organization and management methods that will enhance student learning. The teacher candidate will understand methods for establishing a positive learning environment while implementing students’ IEPs. There will be a strong emphasis on differentiation of instruction to address individuals’ identified needs, skills development, and planning for transition from school into the work environment. Field experiences are required. (2 hours; blended learning)
SED 544BEHAVIOR INTERVENTION AND MANAGEMENT WITHIN THE
ADAPTIVE ENVIRONMENT (2) Behavior interventions are an integral part of the preventative strategies designed to support students through a three-tiered system of primary, secondary and tertiary plans of prevention. Tier I, or the primary prevention, utilizes school-wide procedures as a basic level of behavioral support for all students in all settings in the school. Tier II and III reveal additional support through a secondary prevention or targeted group support plan. This course will center its behavior interventions on the RTI or Response to Intervention plans the state of Tennessee now utilized in its classrooms. This course will present the practices for supporting students who require the highest most intensive level of individualized support within a school-wide system. The goal is for the future teacher to understand adaptive materials and technologies to support the classroom student. Field experiences are required. (2 hours; blended learning)
SED 546COLLABORATION AND PLANNING WITHIN THE INCLUSIVE
CLASSROOM (2) This course is designed for educator who plan to implement academically sensitive educational programs for children and adolescents with disabilities. Opportunities for the comprehensive study of characteristics of such programs, assessment techniques, and strategies essential to meeting the needs of students with learning problems will be provided. The special and unique problems of students with learning problems will be provided. The special and unique problems will be aligned with models, materials, teaching strategies, and transition requirements for students with disabilities. A particular emphasis will be placed on planning strategies across all content areas. This course is designed for educators that wish to work with and 2024-2025 Academic Catalog 357
