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Courses
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Courses in Human Development and
Learning
Each course description is linked to a detailed course syllabus, which can be viewed by clicking on the course ID. For an alphabetical list of syllabi, please visit HDAL Course Syllabi.
Undergraduate - Foundations of Education (EDFN) Undergraduate - Foundations of Education (EDFN) EDFN 2100. Orientation to the Profession of Education (1 credit) This course will provide the student interested in the teaching profession with an overview of the opportunities, problem, and realities of teaching. Students will learn about matters concerning the requirements that must be met in order to complete the teacher education program at ETSU.
Prerequisite: EDFN 2100. This course is an introduction to the roles of the professional teacher, teaching as a career, and the teaching/learning process. Particular attention will be given to educating teachers as leaders for the 21st century. Field experience is required 30 hours.
Prerequisites: Students should successfully complete EDFN 2100, Orientation of the Profession of Education and EDFN 2300, Foundations for Teaching, prior to enrolling in this course. Students must also be admitted to the Teacher Education Program prior to enrolling in this course. Issues in education are examined in the context of historical, philosophical, and socio-cultural foundations of teaching. Issues of gender, social class, and ethnicity are discussed. Field experience is required.
Corequisite:
Enrollment in Student
Teaching. This seminar is designed to
address issues of importance to student
teachers. Seminar participants will focus on
issues such as formal and informal
assessment for instructional and
motivational purposes; classroom management
and discipline; skills in observing,
analyzing, and critiquing teaching for
improvement; and practical application of
principles to specific routine and
non-routine situations in K-12 classroom.
Field assignments will be completed during
student teaching.
An introduction to the
theory and practice of career planning and
decision-making with an emphasis on: (1)
occupational choice; (2) self-assessment;
(3) career decision making; (4) occupational
information; and (5) selection of a college
major. Students will be expected to apply
this knowledge to the development of a
personal career plan.
A study of the human
learning and development principles
applicable to infancy, early child,
childhood, adolescence, early adulthood,
adulthood and the geriatric phase of life.
A study of child learning
and development with an emphasis on
application of behavioral science to
parenting and teaching.
A study of adolescent
learning and development with emphasis on
applications of behavioral science to
parenting and teaching.
Prerequisite:
AHSC 2110 and admission to
teacher education. A study of the basic
principles of good health as they relate to
the child in the family, child care center,
and the community. Accident prevention and
safety will receive special attention.
Issues related to development of appropriate
learning environments will be explored.
Prerequisites:
AHSC 2110, 2120, 3140. This
course will cover assessment for children
from birth to eight years of age. Both
formal and informal instruments will be
discussed with the emphasis on tools which
can be used by teachers of young children.
Considerations in choosing, administering,
and reporting results of assessments will
also be addressed. Field work is required.
Strategies for promoting
the emergent creative dispositions of the
young child are explored. Areas of focus
include art, music, movement, play,
dramatics, and creativity. Field
participation is required.
Prerequisites:
HDAL 2310, 2320, or 2330. A
study of the systematic application of
psychological and behavior principles to
educational settings.
Prerequisites:
PSYC 1310 and HDAL 2310 or
2320. A study of the theory and practice of
child behavior management in family, school,
and community settings. Procedures for
individuals or groups and for well-adjusted
or disruptive children will be presented.
Prerequisites:
PSYC 1310 and HDAL 2310 or
2320. A study of human biological and
behavioral development in the context of
hereditary, environmental, and evolutionary
influences.
Prerequisites:
AHSC 2110, 2120, HDAL 3117,
3130. Examines the development of literacy
during the early years, birth to eight.
Includes the study of environmental
influences and methods that enrich or delay
emerging literacy and language. Group
activities for early childhood programs are
explored. Writing Intensive Course.
Prerequisites:
AHSC 2110, 2120 HDAL 3117,
3130. Analyzes children’s thinking as it
influences curriculum design in early
childhood. Explores the educational needs of
the young child in the cognitive realm of
scientific, social, mathematical, and
language learning. Field participation in
early childhood is required.
HDAL 4257/5257.
Mentoring in Early Childhood Education (3
credits) This course is designed to
train Early Childhood professionals in
effective methods and principles of
mentoring adults who have varying levels of
training. Emphasis will be on the role of
the mentor as a facilitator of adult
learning. As leaders, these mentors will be
implementing change that can lead to
improved quality in programs and classrooms
that serve young children, birth through
eight years of age.
Corequisite:
Must be taken in conjunction
with AHSC 4167 and EDFN 4581. A supervised
150-credit teaching practicum in an approved
Early Childhood primary grade program.
Seminars will be held to coordinate and
evaluate the student teaching experience.
Prerequisites:
PSYC 1310 and HDAL 2310 or
2320. An intensive study of familial,
societal, economic, and religious influences
on psychological development. The emergence
of the individual person across a broad
spectrum of national, ethnic, linguistic,
and religious subcultures is examined.
Prerequisite:
A course in statistics. A
history and overview of the standardized
evaluation methods commonly used in the
assessment of individuals and groups. Topics
covered are validity, reliability, and
statistical concepts for the evaluation and
interpretation of test data. The student is
given an overview of ability tests, interest
tests, and personality tests. HDAL 4900. Independent
Study (1-3 credits)
Prerequisites:
PSYC 1310 and MATH 1080 or
PSYC 2810. The study and application of
research methods appropriate to the
behavioral sciences for consumers of
developmental research. Observation,
research design, and data analysis
appropriate to the applied setting is
emphasized. HDAL 4957. Special Topics
in Human Development and Learning (1-6
credits)
Undergraduate - Special Education SPED
SPED 3320.
Exceptional Learners in Schools and
Communities (3 credits) This course will enable
the student to identify the psychological,
physical, educational, medical, behavioral,
and learning characteristics and needs of
individuals with various disabilities, as
well as students from diverse cultural,
social, ethnic, and racial backgrounds and
adopt instructional techniques to fit
individual needs. Inclusion of students with
disabilities will be emphasized. An
understanding of legislation, regulations,
and litigations related to serving
individuals with disabilities will enable
the student to correlate individualized
educational programs with the principles of
normalization and least-restrictive
environment. The integration and working
relationships of families, school,
vocational, and local service agencies will
be addressed to provide an understanding of
assistance and referral networks.
SPED 3322.
Early Intervention Strategies for the
Exceptional Child (3 credits) A lecture course designed
to relate child development to the social,
educational and familial needs of the child
with disabilities. This course will cover
the various characteristics of young
children with special needs and their
families, across and within classification.
Particular emphasis will focus on how these
traits impact on the child’s developmental
rate, abilities, and sequence. Some
intervention strategies will be covered. A
field experience in and early childhood
program will be required.
SPED 3330.
Educational Management in Special Education
(3 credits) This course prepares the
teacher candidate to design, implement, and
evaluate instructional sequences and overall
effectiveness of school programs serving
learners with special needs. Students learn
to incorporate information from assessments
into Individualized Educational Program
objectives, write and sequence annual and
short-term goals, emphasizing parent
involvement, values, and choice, and
implement research-supported instructional
strategies and practices.
SPED 3500.
Technology in Special Education. (3 credits) Prerequisite:
MEDA 3570 and Admission to
Teacher Education. This course provides an
in-depth examination of the applications of
assistive technology for individuals with
disabilities as it relates to teaching and
learning in special education. Strategies
for selecting and adapting, and implementing
use of adaptive equipment, materials, and
technology will be explored. Laboratory work
with microcomputer technology will be
required.
SPED 3600.
Selecting and Adapting Special Education
Interventions (3 credits) Prerequisite:
SPED 3300 and Admission to
Teacher Education. This course is designed
to provide the student with skills needed to
interpret curriculum guidelines and develop
goals and objectives for students with
regular disabilities of all grade levels to
function in the least restrictive
environment. Students will develop the
ability to select and adapt strategies and
materials to learning styles of students
with disabilities or students identified as
being at risk for future learning problems.
Thirty credits of field experience in the
co-requisite is required.
SPED 3950.
Preclinical Experience in Special Education
(1 credit, may be repeated) Corequisite:
SPED 3330 or SPED 3600 or
SPED 4620. Preclinical experience in special
education is a supervised opportunity for
students to gain experience in classroom and
other settings which provide direct SPED 4200. Intervention Strategies with Developmentally Young Children (3 credits) This course will include exposure to a wide range of program delivery designs, interventions, techniques, instructional materials and criterion-referenced evaluations for young children with special needs. The course will focus on salient endogenous and exogenous variables, their interactions and how they impact on the overall development of the young child. Particular emphasis will be placed on linking assessment data and individualized teaching procedures to promote optimal development. Field experiences in a variety of intervention programs are required. SPED 4237/5237. Educating Persons with Learning Disabilities (3 credits) This course addresses the process of assessing, designing, and delivering instruction to students with learning disabilities. Philosophical and practical perspectives will be integrated into a supportive framework of best practices that encompass both diagnosis and intervention. The latest research findings and most current practices in identifying and providing instruction to students with learning disabilities are incorporated. In addition, students are presented with information regarding the specific academic and social areas needed for instruction.SPED 4317/5317. Physical and Multiple Disabilities (3 credits) This course is designed to equip the student to identify the general and specific characteristics and techniques, and functionally appropriate skills needed to provide maximum mobility, cognitive and motor development, social integration, competitive work and supported employment. Techniques in working with trans-disciplinary teams, supporting agencies, and families will be an integral component in this course. Thirty credits of field work will be required. SPED 4327/5327. Functional Skill Instruction for the Developmentally Disabled (3 credits) This course provides curriculum approaches and strategies to enable the student to design, implement and monitor functional and age-appropriate programs for children and youth with moderate and severe disabilities in both school and community-based settings. Course content is to include domestic living, community mobility and social instruction, prevocational and vocational training and advocacy to accommodate a viable transition toward independent adult living. Field work is required.SPED 4337/5337. Management of Severe Behavioral Disabilities (3 credits) Prerequisite: SPED 4620 and Admission to Teacher Education. This course is designed to instruct students in management strategies related to persons with disabilities who demonstrate severe challenging behaviors. Emphasis will include instruction in ecological assessment, functional analysis, and instructional strategies that can be used to develop interventions for children and youth with severe behavior disorders. A field-based project will be required.SPED 4347/5347. Vocational Preparation for Individuals with Disabilities (3 credits) Prerequisite: SPED 3320. This course is designed to provide the student with skills to implement a transition program from school to career and daily living for individuals with disabilities, regardless of category of handicaps, of all age levels. Areas to be covered include vocational/career assessment, design and implementation of individualized programs utilizing integration of the roles of the family, agencies, and the business and industrial community.SPED 4350. Special Education Workshop (1-3 credits) Special workshops covering various types of exceptionalities and issues associated with exceptionality. SPED 4427/5427. Educating Persons who are Gifted (3 credits) This course provides an in-depth examination of the special needs of children who are gifted and talented. Topics covered include definitions and characteristics of gifted and talented, content modifications for the gifted, and information-processing strategies. SPED 4437/5437. Medical Aspects of Developmental Disabilities. (3 credits) Prerequisite: SPED 3320.This course is designed to provide special education students with information on the medical aspects of developmental disabilities. This course will provide students with a general knowledge of the medical conditions more commonly seen in children with disabilities. It will familiarize students with common terminology, medications, procedures and equipment used with children with medical complications frequently related to developmental disabilities. Students are required to obtain CPR certification by the completion of this course.SPED 4444. Assessment in Special Education I: Introduction (3 credits) This is a lecture based course covering both formal and informal and curriculum based diagnostic and assessment instruments. Their usefulness and non-usefulness will be covered. Students will have experience in the administration and scoring of at least one nationally norm-referenced test. Students will complete two case studies. Students will complete one case study. SPED 4457/5457. Assessment in Special Education II: Laboratory and Field Experience (2 credits) Prerequisite: SPED 4444 or equivalent and one special education teaching strategies course, or permission of instructor. [A lecture, laboratory, and field-based course designed to provide the student with opportunities to practice the use and interpretation procedures covered in SPED 4444: 1) Classroom teacher-usable norm-referenced screening and diagnostic materials, 2) Curriculum-based assessment procedures, and 3) Criterion-referenced instruments.] SPED 4467/5467. Educating Persons with Emotional/Behavioral Disorders (3 credits) This course presents an overview of educational procedures for teaching students with emotional/behavioral disabilities. An emphasis is placed on characteristics, assessment, and instructional strategies for teachers to use when instructing students who exhibit emotional/behavioral problems. Field experience is required. SPED 4600. Family, Agency, and Collaboration in Special Education (3 credits) A course designed to introduce students to the principles, problems, and procedures of working in collaboration with parents of individuals with disabilities as well as the agencies and professional organizations involved in the delivery of services to persons with disabilities. The course provides an overview of different approaches, current issues, and problems involved in working in collaboration with families and multiple agencies. Strategies for communicating with families and agencies are emphasized. SPED 4620. Instructing Individuals with Disabilities: Behavior Management (3 credits) Prerequisite: Admission to Teacher Education. Corequisite SPED 3950. A course designed to provide the student with opportunities to study and practice various management techniques appropriate for children with disabilities in normal and special settings. Field work is required. SPED 4627/5627. Educating Persons with Mental Retardation (3 credits) This course discusses a variety of topics related to the field of mental retardation. Specific topics include the following: types, nature, and causes of mental retardation; characteristics of persons with mental retardation; assessment and identification procedures; and instructional strategies relating to the education of persons with mental retardation. Field experience is required. SPED 4850. Student Teaching in Special Education (6 credits) Prerequisite: Admission to Teacher Education and a 2.5 overall G.P.A. Corequisite: EDFN 4581. Student teaching in Special Education is a prearranged, supervised student teaching experience in a special education setting for one semester for 12 credits, leading to licensure in modified, comprehensive, and/or early childhood special education. Over the course of the semester the students will increase their roles in the classroom, culminating in assuming the roles and responsibilities of a fully functioning special educator. Written plans, journal, and student teaching portfolio will be developed and maintained. Students will be replaced in schools within a 45-minute radius of ETSU. Reliable transportation is highly recommended. SPED 4957/5957. Special Topics in Special Education (1-6 credits) Top of pageGraduate - Counseling Course Listing (HDAL)
A survey of the principles
and professional activities required for the
effective practice and/or administration of
a comprehensive school counseling program.
Emphasis is placed on the counselor’s role and function as
defined by the American School Counselors’
Association and other professional groups
within the school system and the community.
Field experience is required. (spring)
This course will provide
students with a knowledge of group theory
and practice, allow students to integrate
group theory and practice, increase personal
and socio-cultural awareness through a
growth group experience, and develop group
facilitation and leadership skills.
(fall/spring)
This course is designed
for counselors to develop competencies and
awareness for working with people of diverse
groups in society. Students will have
opportunities to develop awareness of their
own cultural values and biases, to study the
prevalent beliefs and attitudes of different
cultures, and to understand the impact of
oppression on individuals. (fall & spring)
Prerequisites:
HDAL 5550 (or 5420) and HDAL
5562 (or 5421). Students will study major
theories and research related to career
development throughout the life span.
Students will also investigate the use of career information
systems and career and educational resources
for counseling program planning and
implementation. (fall)
A study of psychological
and educational principles relevant to the
teaching/learning process. Methods and concepts enabling
practical application are emphasized. (every
semester)
A survey of the principles
of human development throughout the life
span. (spring & summer)
Prerequisite:
A course in abnormal
psychology. This course is a survey of
theoretical and applied information for
counselors working in community mental
health agencies. Course content includes
history and philosophy, roles of workers,
organizational and delivery systems, program
development and evaluation, consultation,
specific populations, interviewing,
prevention and intervention strategies, and
current issues related to agency counseling.
(spring)
HDAL 4257/5257.
Mentoring in Early Childhood Education (3
Credits)
Prerequisites:
HDAL 5550 (or 5420) and HDAL
5562 (or 5421). This course is designed to
acquaint students with theories and
techniques used in the consultation process.
(spring)
This course is an
introduction to marriage and family therapy.
The conceptual basis and clinical
application of the dominant schools of
marriage and family therapy will be
examined. (fall)
Prerequisite:
HDAL 5420. This course
focuses on the use of family therapy
techniques for intervening in couple and
family problems. Techniques developed by the
major schools of family therapy will be
studied in working with various marriage and
family situations. (spring)
This course will focus on
the treatment of marital dysfunction. An
overview of theories used in marital
treatment will be included. A variety of
assessment and intervention techniques will
be covered. Additional issues such as sex
therapy and marital enrichment will also be
reviewed. (fall)
Prerequisite:
HDAL 5420. An introduction to
postmodern approaches to understanding and
working with couples and families. An
examination of differences and similarities
between modernist and postmodern paradigms
and their implications for clinical
practice. (summer)
Prerequisite:
A course in abnormal
psychology. This is a seminar designed to
acquaint students with legal, professional,
and ethical issues that affect the practice
of counseling and therapy. These issues
include (1) the influence of the personal
characteristics and values on the counseling
process; (2) confidentiality, privileged
communication and the rights of clients; (3)
malpractice, (4) counselor training,
competence, and licensure, (5) diagnosis in
counseling, and (6) psychopharmacology used
in treatment. (spring & summer) HDAL 5431. Family Therapy
Applications (3 credits) This course in family
therapy will focus on using clinical
interventions appropriate to various family circumstances where
dysfunctional patterns may arise. Emphasis
will be upon a systemic understanding of
various family situations and application of
family therapy techniques from the major
family therapy models. (spring & summer)
This course will examine
current research and theory regarding sexual
and physical abuse of children and partner
violence, including causes, dynamics, and
consequences. Emphasis will be given to
treatment approaches and techniques in
working with couples and families involved
in abusive situations. (fall)
This course will train
counselors to work with individuals and
groups who have addictive disorders. The
course will identify the inaccurate images
and unsound assumptions that hinder the
understanding of the problems of substance
abuse. In addition, the course will focus on
the following areas of substance abuse:
legal and ethical issues, physiology,
cultural and psychological factors,
counseling techniques, and preventive
measures for substance abuse. (variable)
An examination of the
basic philosophical and psychological
assumptions, rationales, techniques, and
methods of implementation underlying major
theoretical approaches to counseling and
psychotherapy. (fall & summer)
Prerequisites:
HDAL 5550. Through lecture,
role play, video feedback and the use of
creative arts, students will be provided an
opportunity to develop individual, small and
large group guidance and counseling and
therapy skills with children, and the
competencies for leading parent education
groups. (variable)
Prerequisite:
after or concurrent with HDAL
5550. Through lecture, role play, video
feedback, and the use of creative arts,
students will be provided an opportunity to
develop individual counseling and therapy
techniques for working with children,
adolescents and adults. (fall/spring)
Prerequisites:
Admission to program,
permission of instructor, HDAL 5100, 5430,
5550 (or 5420), and 5562 (or 5421). This is
an experiential course in which the student
will apply individual and group counseling
skills. Field experiences will be required.
It will involve a semester of counseling
experience under the direct supervision of
an East Tennessee State University faculty
member. (every semester)
HDAL 5572.
Seminar in Counseling Issues (3 credits) This is a seminar in which
those in counseling and related fields can
upgrade their knowledge in a number of
related areas. Each topic will be presented
by a local professional who is a specialist
in that particular area. Topics will include
satanic worship, gangs, bereavement, AIDS,
gays and lesbians, family violence, sexual
abuse, and the use of psychodrama and the
creative arts. (variable)
Prerequisite:
a course in statistics. A
history and overview of the standardized
evaluation methods commonly used in the
assessment of individuals and groups. Topics
covered are validity, reliability, and
statistical concepts for the evaluation and
interpretation of test data. The student is
given an overview of ability tests, interest
tests, and personality tests. (fall/summer)
Prerequisites:
a course in abnormal
psychology, HDAL 5817, HDAL 5550, and HDAL
5230. An examination of the construction and
purpose of the principle objective and
projective personality tests used in
psychological counseling. Emphasis and
practice will be on administering,
interpreting, and report writing. Current
issues in personality assessment will be
discussed. (every semester)
Prerequisites:
a course in abnormal
psychology, HDAL 5817, HDAL 5550, and HDAL 5230. This course will
instruct students in the administration and
interpretation of the WAIS-R, WISC-R, and
McCarthy Scales, and familiarize students
with other individual mental tests,
including the Kaufman ABC and the
Stanford-Binet IV. Attention is also given
to procedures for writing psychological
evaluations and reporting test results to
examinees. Issues related to assessment,
such as the nature of intelligence and the
heritability of intelligence, are examined.
Students are required to administer and
interpret various individual mental tests.
(every semester)
Prerequisites:
HDAL 5570, and approval of
the program option coordinator. The
internship is designed to provide students
with on-the-job experience under the
supervision of a fully trained professional
in an appropriate setting. Internships are
subject to the availability of an
appropriate setting and position openings
available. In order to accommodate students,
students must apply for internship at least
one full semester in advance. (every
semester) HDAL 5957. Special Topics
in Human Development and Learning (3
credits). (every semester) HDAL 5960. Thesis (3
credits) Prerequisite:
EDFN 5950. (every semester) HDAL 5990. Readings and
Research (1-3 credits) Students who are not
enrolled in other course work but require
the use of university facilities and/or
faculty guidance for studies, research, or
preparation of a prospectus, thesis, or
dissertation MUST enroll for three credits
of Readings and Research. Variable credits
(1-3) of Readings and Research may also be
used, with other course work, to receive
credit for such activities as preparation of
designated papers or development of research
and scholarly skills that would not be
appropriately covered by other types of
independent study. Grading of Readings and
Research will be either satisfactory (S) or
unsatisfactory (U). (every semester)
Graduate Early Childhood Course Listing
(HDAL)
Analyzes children’s
thinking and its influences on curriculum
design in early childhood. Explores the
This course is designed to train early childhood professionals in effective methods and principles of mentoring adults who have varying levels of training. Emphasis will be on the role of the mentor as a facilitator of adult learning. As leaders, these mentors will be implementing change that can lead to improved quality in program and classrooms that serve young children, birth through eight years of age. (spring semester)
Strategies for promoting the emergent creative dispositions of the child are explored. Areas of focus include art, music, movement, play, dramatics, and problem solving. The importance of understanding and encouraging the young child’s capacity for creative expression is emphasized. (as needed)
A program that is
matched to the needs of the student. Options
for the practicum include program director,
supervisor, curriculum development, teacher
trainer, or other early childhood
professional roles. (every semester)
A study of the theoretical
base of human behavior with emphasis upon
the understanding of child development. The
content will include the study of the
domains of cognition, social/emotional, and
physical development. Historical,
philosophical, and societal factors
affecting the development of children birth
to eight years of age will be investigated.
(summer semester)
The history of early
childhood education will be examined from an
interdisciplinary and an international
perspective. Theoretical and philosophical
frameworks will be analyzed as a basis for
evaluating types of early childhood
education programs and teacher
preparation/professional development
opportunities. (fall semester)
Contemporary theories and
research concerning infants. Study of infant
development with intensive reference to the
first two years of life. Includes the
environment, relationships, and programs
that nurture the infant during this period
of development. Observations are required.
(as needed)
Perspective and rationale
for planning an early childhood environment.
It will include appropriate design of space
and selection of materials for infants,
toddlers, and young children. Evaluation of
selected early childhood facilities,
classrooms, and playgrounds will be
required. (fall semester)
A comprehensive
examination of the theories of learning
applicable to infants and young children.
Will include kindergarten and the preschool
years. Field study and experiments in
learning required. (spring semester)
Encompasses social
development of children from birth to eight
years of age. Emphasis will be given to
enhancement of adult-child and child-child
relationships. Topics of discipline,
aggression, stress, self-discipline, and an
effective system for dealing with these will
be provided. The course is designed for
professionals who work with infants and
young children. (summer semester)
This course will cover
assessment procedures for children from
birth to eight years of age and major issues
in assessing children within this age range.
Assessment of needs and choosing appropriate
instruments will be examined. Includes
instruction and guided practice in the
administration of informal and
criterion-referenced testing. (spring
semester)
An examination of the
models of parent involvement: home
visitation, conferences, advisory boards, parent-child centers, and
parents as teachers. Includes social and
cultural influences, family dynamics, family
conferences, individual parent counseling,
dysfunctional families, and written
communication. (fall semester)
Presentation and analysis
of important research studies related to the
development of young children. Recent
research studies will be examined covering a
range of current topics and issues. Criteria
for evaluating and interpreting current
research will be developed. An individual
research project will be designed. (summer
semester)
Theories of play,
creativity, play therapy, and cognition
emphasized. Evaluation of levels of play,
child involvement, and adult roles will be
included. Field application through assigned
projects with young children. (summer
semester)
Operational planning and
administration for supervisors,
administrators, and directors of programs
for young children in public and private
schools. Emphasis is placed on the
director’s role in staff recruitment,
hiring, development, and evaluation.
Leadership and management techniques are
also studied and analyzed. (as needed)
Theories of acquisition,
research, and programs of language
enrichment relating to years zero-eight will
be studied. Study in language delay,
enhancement, individualization, and resource
management will also be included. (spring
semester)
This is a seminar in which
those in counseling and related fields can
upgrade their knowledge in a number of
related areas. Each topic will be presented
by a local professional who is a specialist
in that particular area. Topics will include
satanic worship, gangs, bereavement, AIDS,
gays and lesbians, family violence, sexual
abuse, and the use of psychodrama and the
creative arts. (variable)
A supervised student
teaching experience in an approved early
childhood program. This experience will
include 150 credits in PreK-K and/or 150 in
Grade 1-3. This course provides
opportunities for students to put theory
into practice while developing their own
unique professional teaching style. Planning
will be based on an understanding of the
constructivist theory, current research, and
developmentally appropriate guidelines as
defined by NAEYC. (every semester)
Study of the historical
and philosophical foundations of education
with emphasis on how major theories and
historical events have influenced education
in public schools of today.
This course is required of
all M.Ed. candidates in the College of
Education. Current topics pertaining to the
profession of education will be presented by
local, state, regional, and national
authorities. Issues that directly impact
education such as political, economic,
legal, sociological, health, and
psychological will be discussed.
Students will analyze the
social and political contexts surrounding
schools with emphasis on increasing
diversity and multiculturalism within
schools. The impact of local, regional,
national, and global contexts will be
studied. Particular emphasis will be given
to the philosophical and cultural influences
that shape thinking about schooling and how
these influences impact on informal and
formal leadership roles in the school.
Study of basic principles
of teaching and learning with application to
the teaching and learning process.
A course designed for the
master of arts in teaching program taught in
conjunction with student teaching.
Contemporary issues and problems confronted
by public school teachers are analyzed by
Prerequisite: Admission to teacher education or permission of the M.A.T. program coordinators. Corequisite: Enrollment in EDFN 5411. This is the initial course for students entering the M.A.T. program and focuses on teaching as a career, including the roles and responsibilities of a teacher, teacher professionalism and teacher leadership.
History and philosophy
underlying development of the American
education system.
Prerequisite:
Admission to teacher education or permission
of the M.A.T. program coordinators.
Corequisite:
Enrollment in EDFN 5405. Students in this
class will observe, identify, analyze, and
reflect on classroom practice in a variety
of settings. Field experience in area
schools is required.
This course includes the
study of research as an approach to problem
solving, methods of conducting qualitative
and quantitative research, research designs,
statistics used in experimental and
descriptive research, principles of research
interpretation, and the effective
communication of research results. The
course includes the preparation of a
research prospectus or action research plan.
Designed to offer an
overview of the historical and philosophical
foundations of education and implications
for educational practice today. EDFN 6906. Independent
Study in Foundations of Education (3
credits) This course provides for
independent study under the direction of an
appropriate faculty member. Significant
research required.
Graduate - Special Education Course Listing
(SPED)
SPED 5237.
Educating Persons with Learning Disabilities
(3 credits) This course addresses the
process of assessing, designing, and
delivering instruction to students with
learning disabilities. Philosophical and
practical perspectives will be integrated
into a supportive framework of best
practices that encompasses both diagnosis
and intervention. The latest research
findings and most current practices in
identifying and providing instruction to
students with learning disabilities are
incorporated. In addition, students are
presented with information regarding
specific
This course is designed to equip the student to identify and implement the general and specific characteristics, techniques, and functionally appropriate skills needed to provide maximum mobility, cognitive and motor development, and social integration. Techniques in working with trans-disciplinary teams, supporting agencies, and families will be an integral component of this course. Field work will be required in this course. (spring semester)
This course provides curriculum approaches and strategies to enable the student to design, implement and monitor functional and age appropriate programs for moderately and severely disabled children and youth in both school and community-based settings. Course content is to include domestic living, community mobility and social instruction, pre-vocational and vocational training and advocacy to accommodate a liable transition toward independent adult living. (fall semester)
Prerequisite:
SPED 4620 and admission to
Teacher Education. This course is designed
to instruct students in management
strategies related to persons with
disabilities who demonstrate severe
Prerequisite: SPED 3320. The course is designed to provide the student with skills to implement a transition program from school to career and daily living for individuals with disabilities, regardless of category of disability and age considerations. Areas covered include vocational/career assessment, design and implementation of programs utilizing family, agencies, and the business and industrial community. (spring semester)SPED 5427. Educating Persons who are Gifted (3 credits) This course provides an in-depth examination of the special needs of children who are gifted and talented. Topics include needs of children who are gifted and talented. Topics also include definitions and characteristics of gifted and talented, content modifications for the gifted, and information processing strategies. (variable)
Prerequisite:
SPED 3320. This course is
designed to provide special education
students with information on the medical
aspects of individuals with disabilities.
The course will provide students with a
general knowledge of the medical conditions
more commonly seen in children with
disabilities. It will familiarize students
with common terminology, medications,
procedures, and equipment used with children
with medical complications frequently
related to developmental disabilities. (fall
semester)
SPED 5457.
Assessment in Special Education II:
Laboratory and Field Experience (3 credits) Prerequisites:
Assessments in Special
Education I (or completion of an equivalent
course), and one Special Education teaching
strategies course, or permission of the
course instructor. The course should be
taken just prior to student teaching since
it calls for experience in characteristics
and needs as well as instructional
strategies. Course sections are limited to a
total of 15 students. A lecture, laboratory,
and field-based course designed to provide
the student with opportunities to practice
the use and interpretation procedures
covered in SPED 4444: 1) Classroom
teacher-usable norm-referenced screening and
diagnostic materials, 2) curriculum-based
assessment procedures, 3)
criterion-referenced instruments. (variable)
SPED 5467.
Educating Persons with Emotional/ Behavioral
Disorders (3 credits) This course presents an
overview of educational procedures for
teaching students with emotional/behavioral
disabilities. An emphasis is placed on
characteristics, assessment, and
instructional strategies for teachers to use
when instructing students who exhibit
emotional/behavioral problems. Field
experience is required. (variable)
SPED 5627.
Educating Persons with Mental Retardation (3
credits) This course discusses a
variety of topics related to the field of
mental retardation. Specific topics include
the following: types, nature, and causes of
mental retardation; characteristics of
persons with mental retardation; assessment
and identification procedures; and
instructional strategies relating to the
education of persons with mental
retardation. Field experience is required.
(variable) SPED 5957. Topic in
Special Education (1-6 credits) (variable)
This weekly three credits
of lecture are intended to coordinate and
integrate information from corresponding
student reading of research with lectures
that identify historically significant
events and the current issues that confront
the field of special education. The intent
is to provide students with experiences in
the identification of program and service
issues, societal issues, and policy issues
in response to the process of delivering
special education efforts to persons with
disabilities. Students will identify those
professional issues that are of immediate
concern, through trend and meta-analysis,
demographic descriptions and statistical
demography projects. Students will convert a
major issue into research questions.
Students will attempt a pilot effort to test
the tenability of research questions,
reporting the results to their peer audience
for critical review. (fall semester)
Examines and classifies
special education interventions and
curriculums in schools and agencies,
including a review of their validity.
Curriculum research techniques will be
reviewed. Students will develop an
intervention and pilot test it based on a
set of goals, objectives, specific enabling
steps, and evaluation criteria and
techniques. (spring semester)
Examines the efficacy of
various service delivery programs used with
persons with disabilities, including various
therapies, educational an recreational
services, and other delivery models.
Designed to promote understanding and use of
these services in traditional and
alternative settings. Examines interagency
program support and develops a service
delivery model as a course activity. (spring
semester)
SPED 5010.
Introduction to Young Special Needs Children
and Their Families. (3 credits) This course will cover the
various characteristics of young special
needs children and their families, across
and within classifications. Particular
emphasis will focus on how these traits
impact on the child’s developmental rate,
abilities, and sequence. Some intervention
strategies will be covered. A nine credit
field experience in an early childhood
program will be required. (fall semester)
SPED 5030.
Intervention with Developmentally Delayed
Preschoolers (4 credits) This course will examine
developmental considerations and
intervention strategies to promote optimal
development of developmentally delayed and
at risk children from ages three to 6 years.
Public law 94-142, various service delivery
models, intervention techniques and
procedures, curriculum and individualized
educational programs will be explored.
Particular emphasis will be placed on the
role of the interdisciplinary team,
integration and mainstreaming. Fifteen
credits of field experience in preschool
programs will be required. (spring semester)
SPED 5040.
Intervention with Developmentally Delayed
Infants and Toddlers (4 credits) This course will examine
intervention strategies to promote optimal
development for developmentally delayed and
at risk children birth to age 3. Public law
99-457, various service delivery models,
intervention techniques and procedures,
curriculum and individualized family service
programs will be explored. Particular
emphasis will be placed on the role of the
primary caretaker as major change agent for
the child. Fifteen credits of field
experience in infant/toddler programs will
be required. (fall semester)
SPED 5050.
Assessment of Young Children (3 credits) This course is designed to
develop student’s familiarity with a wide
variety of assessment techniques and
instruments. Students are required to learn
and practice administration of selected
instruments. Instruments used by students
include some curriculum-based instruments,
observation and data collection methods,
evaluations of preschool and infant/toddler
environments, family interviewing
techniques. Students complete several
screening and assessment projects that help
them to gain these skills. In addition,
issues related to the assessment of young
children, children with disabilities and
children from different cultural backgrounds
are discussed. (variable)
SPED 5060.
Professional Seminar in Early Intervention
(1 credit) This course is a
compilation of two-credit seminars on
different current issues in early childhood
special education. Each presentation is done
by a different professor with interests in
the specific issue to be covered. Professors
participating come from a variety of
different fields related to early childhood
special education. Different professors may
require readings or short projects.
(variable) SPED 5100. Introduction to
Research in Special Education (3 credits) This is a course covering
basic foundation of research. Attention will
be given to the development of skills in
reading research reports and the literature
relating to the various types of
exceptionality. Emphasis will be placed on
the understanding of basic statistical
procedures used in research. (variable) A course covering the
mainstreaming process from referral to
implementation of appropriate programs and
services. Will aid all teachers in
effectively integrating the special child in
the normal setting. (variable)
SPED 5240.
Curriculum for Students with Mild
Disabilities (3 credits) This course provides
educators with information on effective
curriculum and instructional approaches used
to help students with mild disabilities
achieve mastery and proficiency in academic
and social skills. Course topics include
research based alternative approaches to
teaching students with mild disabilities in
the areas of reading, oral and written
language, social studies, science, and study
skills. (spring semester)
SPED 5245.
Consultation, Collaboration, and Teaming (3
credits) This course provides
educators with the information and skills
necessary to effectively consult,
collaborate, and work cooperatively in teams
with other educators and parents regarding
the design and implementation of educational
programs in today’s heterogeneous classrooms
and schools. Emphasis is placed on serving
as a member of a professional team,
interviewing and consulting with teachers
and parents, and providing leadership in
instruction and instructional adaptation.
(fall semester)
SPED 5250.
Special Education Workshop (1-3 credits) Special workshops covering
various types of exceptionality. (variable)
This course supports the
goals of the College of Education and the
Special Education Program by preparing
educators to become leaders in the 21st
century. This course assists students in
acquiring: the knowledge and skills needed
to function well as an educator in a
changing and diverse society; and understanding of learners
and learning processes; a knowledge of
professional, ethical, and legal issues
affecting educators; and the human relations
skills needed to work effectively with
individuals with disabilities in both
professional and community roles.
(spring/summer semester)
SPED 5523.
Curriculum-Based Assessment (3 credits) This course is designed to
help teachers acquire the skills necessary
to integrate evaluation and instruction with
current best practices in special education.
Methods of collecting performance data,
graphing and analyzing data, and using data
to make decisions regarding student progress
are addressed. (fall semester)
Trainees enrolled in SPED
5560 spend ninety (90) credits, in a
supervised practicum experience working with
children who have disabilities. Each student
has a university practicum supervisor and is
placed in a setting with an onsite
supervisor identified. Settings for Trainees
vary with the student’s interests and could
include Preschool special education classes,
early intervention programs, local school
system special education or integrated
classrooms, or transitional settings. This
course is used for students electing a
NON-CERTIFICATION option. (every semester)
SPED 5650.
Developmental Disabilities (3 credits) A study of severe
developmental disorders occurring before 18
years of age; e.g., mental retardation,
epilepsy, cerebral palsy, autism, and severe
learning disability. This course will also
focus on current trends and issues in the
field of Developmental Disabilities.
(variable)
Trainees enrolled in SPED
5850 spend ten weeks , full-time in a
supervised practicum experience working with
children with disabilities. The ages, types
of children and settings depend on the area
of emphasis of the trainee. Each trainee has
a university practicum supervisor and is
placed in a setting with a on-site
supervisor identified. (every semester) SPED 5960. Thesis (3
credits) (variable) SPED 5971. Law, Policy,
and Ethics in Special Education (3 credits) An in-depth examination of
special education law and policy as it
applies to special education and developmental
disabilities. Constitutional provisions,
laws, regulations, and policy will be
examined at the federal, state, and local
levels. Current case law will be analyzed in
six areas: exclusion from services; testing,
classification, and placement;
individualized and appropriate education;
least restrictive environment;
due process; and parental participation and
shared decision making. Ethical standards
and current procedural safeguards will be
reviewed and applied. (variable) SPED 5990. Readings and
Research Students who are not
enrolled in other course work but require
the use of university facilities and/or
faculty guidance for studies, research of
preparation of prospectus, thesis or
dissertation MUST enroll for three credits
of Readings and Research. Variable credits
(1-3) of Readings and Research may also be
used, as approved by the student’s advisory
committee in conjunction with other course
work, to receive credit for such activities
as preparation of designated papers or
development covered by other types of
independent study. Grading of Readings and
Research will either be satisfactory (S) or
unsatisfactory (U). (variable)
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East Tennessee State University
303 Warf-Pickel Hall
PO Box 70548
Johnson City, TN 37614-1707
Phone: (423) 439-7688
Fax (423) 439-7790