The philosophy of the special education program reflects the belief that all students are unique, differing from one another intellectually, emotionally, socially, and physically, and can learn in the least restrictive environment in accordance with special education rules, regulations, and guidelines, the program leads to a Bachelor of Science degree in special education or licensure in special education. The program is designed with a focus on urban education to prepare teachers, supervisors, and support staff.
To provide a competency-based Teacher Educator Preparation Program through courses and experience designed to prepare competent facilitators of learning with a multicultural perspective to serve in both public and private settings. These courses and experiences provide the students with the requirements established by the Tennessee State Department of Education for Exceptional Learning Special Education.
Program Requirements
The Special Education Program at Fisk operates cooperatively with the Department of Education of the State of Tennessee. The Program leads to a degree in special education or licensure in special education.
All students are required to meet the general education CORE requirements (35 semester hours) for a Bachelor of Science degree in special education. A total of 120 to 123 semester credit hours must be completed. Students must maintain a minimum cumulative grade point average of 2.7 and be admitted to the Teacher Educator Preparation Program.
The requirements for a major in special education consist of 41 semester hours. A minimum of 32 semester credit hours within the major CORE must be completed. All students must have a total of 30 hours of professional requirements.
Specific Procedures for Admission include:
- Submission to the Coordinator a copy of college transcript
- A minimum 2.7 cumulative grade point average
- Submission of a typed essay
- Submission of three faculty recommendations
- Completion of Educational Psychology (EDUC 248),
- & Theory and Practices of Teaching (EDUC 260).
Secondary Teaching (Grades 6-12)
Fisk offers a sequence of professional education courses to be taken in conjunction with an academic major in biology, business administration, chemistry, English, history, mathematics, physics, political science, or Spanish, depending upon the intended teaching field. Prospective secondary teachers, in addition to meeting all University degree requirements and all requirements for the major field, must also complete EDUC 450, Secondary Student Teaching, and the following 21-credit sequence of professional education courses:
EDUC 248 Educational Psychology
EDUC 250 Fundamental Responsibilities of Teaching
EDUC 260 Theory and Practice of Teaching
EDUC 340 Secondary Curriculum and Methods I
EDUC 350 Secondary Curriculum and Methods II
EDUC 460 Secondary Education Seminar
PSY 205 Child and Adolescent Development
Art Teaching (All Grades, K-12)
Students pursue the Bachelor of Science degree program for a major in art, selecting departmental elective courses in consultation with the discipline Coordinator, as well as art faculty members. In addition, prospective art teachers complete a student teaching placement and the following 28-credit education sequence:
EDUC 248 Educational Psychology
EDUC 250 Fundamental Responsibilities of Teaching
EDUC 260 Theory and Practice of Teaching
EDUC 320 Elementary Curriculum and Methods I
EDUC 350 Secondary Curriculum and Methods II
EDUC 360 Teaching Reading in the Elementary Schools
EDUC 460 Secondary Education Seminar
PSY 180 General Psychology
PSY 205 Child and Adolescent Development
For all teacher education options, it is important that students’ electives be planned carefully to be sure that the state requirements are properly satisfied, and for that reason it is absolutely essential that students in the Teacher Educator Preparation Program seek regular academic counsel from the discipline Coordinator, as well as, from a Faculty Academic Advisor in the major department. Fisk does not assume responsibility for errors that may arise from a student’s failure to make proper use of the advice the University makes available for program planning.
Eligibility for student teaching is not automatic upon admission to the Teacher Education Program or upon completion of prerequisite coursework. Students must submit pass scores on all Praxis II examinations before they are admitted to Student Teaching. Documentation of Student Teaching assignments are at the discretion of the discipline coordinator. Except for EDUC 410 or EDUC 460, the Elementary or Secondary Education Seminar (taken concurrently with student teaching), all courses listed in the applicable professional studies sequence must be completed with a grade of “C” or better prior to placement in student teaching. Application for student teaching must be submitted by April 1 for fall semester student teaching, and by November 1 for spring student teaching. No other formal courses may be taken during the semester in which student teaching is done.
Academic expectations in Fisk’s Teacher Educator Preparation Programs are high. Students must meet both Fisk and Tennessee State Board of Education requirements. State licensing requirements in Tennessee are, moreover, subject to frequent change by authorities beyond Fisk University’s control, which means that students must remain in touch with the discipline coordinator for updated information. To avoid carrying excessive academic loads in certain semesters, some students may prefer to seek University approval to do certain coursework in summer school. Courses suggested for summer school include Spanish, general psychology, educational psychology, and child and adolescent psychology, except for students who are majoring in one of those disciplines. Other suggested summer school courses may include selected courses, which can be shown to be equivalent to those that are a part of Fisk’s CORE.
Major Requirements Course Sequence:
| SPED 210 | INTRODUCTION TO SPECIAL EDUCATION | 3 |
| SPED 310 | CHARACTERISTICS AND NEEDS OF EXCEPTIONAL CHILDREN | 3 |
| SPED 311 | NATURE OF THE LEARNING DISABILED CHILDREN | 3 |
| SPED 270 | PROFESSIONAL ASPECTS OF SPECIAL EDUCATION | 3 |
| SPED 410 | ASSESSMENT IN SPECIAL EDUCATION | 3 |
| SPED 350 | TECHNIQUES AND STRATEGIES (MODIFIED) | 3 |
| SPED 280 | PRACTICAL APPLICATION OF SPECIAL EDUCATION | 3 |
| SPED 360 | MANAGING INAPPROPRIATE CLASSROOM BEHAVIOR | 3 |
| SPED 400 | PROCEDURES FOR TEACHING THE GIFTED | 3 |
| SPED 420 | INTEGRATING TECHNOLOGY IN SPECIAL EDUCATION | 3 |
| SPED 480 | STUDENT TEACHING OF EXCEPTIONAL CHILDREN | 9 |
Professional Education CORE:
| EDUC 100 | Elementary Health and Physical Activity | 3 |
| MATH 100 | INTERMEDIATE ALGEBRA | 3 |
| PSY 205 | CHILD AND ADOLESCENT DEVELOPMENT | 3 |
| EDUC 248 | EDUCATIONAL PSYCHOLOGY | 3 |
| EDUC 250 | FUNDAMENTAL RESPONSIBILITIES OF TEACHING | 1 |
| EDUC 260 | THEORY AND PRACTICE OF TEACHING | 3 |
| EDUC 320 | ELEMENTARY CURRICULUM AND METHODS I | 3 |
| EDUC 330 | ELEMENTARY CURRICULUM AND METHODS II | 3 |
| EDUC 360 | SECONDARY CURRICULUM AND METHODS II | 3 |
| EDUC 410 | ELEMENTARY EDUCATION SEMINAR | 3 |
Note: Passing scores for the Praxis II in Principles of Learning and Teaching is required. Also required is passing scores in Special Education Modified: Knowledge Based CORE Principles and Application of CORE Principles.
Special Education –Bachelor’s Degree
Professional Education CORE [30 credits]
| EDUC 100 | Elementary Health and Physical Activity | 3 |
| PSY 205 | CHILD AND ADOLESCENT DEVELOPMENT | 3 |
| EDUC 248 | EDUCATIONAL PSYCHOLOGY | 3 |
| EDUC 260 | THEORY AND PRACTICE OF TEACHING | 3 |
| EDUC 250 | FUNDAMENTAL RESPONSIBILITIES OF TEACHING | 1 |
| EDUC 320 | ELEMENTARY CURRICULUM AND METHODS I | 3 |
| EDUC 330 | ELEMENTARY CURRICULUM AND METHODS II | 3 |
| EDUC 360 | SECONDARY CURRICULUM AND METHODS II | 3 |
| EDUC 410 | ELEMENTARY EDUCATION SEMINAR | 3 |
| MATH 200 | MATHEMATICS FOR ELEMENTARY TEACHERS | 3 |
Exceptional Learning Major [36 credits]
| SPED 210 | INTRODUCTION TO SPECIAL EDUCATION | 3 |
| SPED 310 | CHARACTERISTICS AND NEEDS OF EXCEPTIONAL CHILDREN | 3 |
| SPED 311 | NATURE OF THE LEARNING DISABILED CHILDREN | 3 |
| SPED 270 | PROFESSIONAL ASPECTS OF SPECIAL EDUCATION | 3 |
| SPED 410 | ASSESSMENT IN SPECIAL EDUCATION | 3 |
| SPED 350 | TECHNIQUES AND STRATEGIES (MODIFIED) | 3 |
| SPED 280 | PRACTICAL APPLICATION OF SPECIAL EDUCATION | 3 |
| SPED 360 | MANAGING INAPPROPRIATE CLASSROOM BEHAVIOR | 3 |
| SPED 400 | PROCEDURES FOR TEACHING THE GIFTED | 3 |
| SPED 420 | INTEGRATING TECHNOLOGY IN SPECIAL EDUCATION | 3 |
| SPED 480 | STUDENT TEACHING OF EXCEPTIONAL CHILDREN | 9 |
| SPED 210 | INTRODUCTION TO SPECIAL EDUCATION | 3 |
Suggested Program for Special Education, Interventionist K-8 Majors
First Year, Fall Semester [16 credits]
| CORE 100 | NEW STUDENT ORIENTATION SEMINAR | 1 |
| CORE 150 | COMPOSITION I | 3 |
| CORE 131 | ESSENTIAL MATHEMATICS FOR A CONTEMPORARY WORLD | 3 |
| CSCI 100 | INTRODUCTION TO COMPUTING | 3 |
| PSY 180 | GENERAL PSYCHOLOGY | 3 |
| | FOREIGN LANGUAGE 101 - FRENCH OR SPANISH | 3 |
First Year, Spring Semester [15 credits]
Second Year, Fall Semester [15 credits]
| | CORE D: NATURAL SCIENCE | 3 |
| PSY 205 | CHILD AND ADOLESCENT DEVELOPMENT | 3 |
| SPED 270 | PROFESSIONAL ASPECTS OF SPECIAL EDUCATION | 3 |
| EDUC 260 | THEORY AND PRACTICE OF TEACHING | 3 |
| SPED 360 | MANAGING INAPPROPRIATE CLASSROOM BEHAVIOR | 3 |
Second Year, Spring Semester [15 credits]
CORE C: select one course from group
Third Year, Fall Semester [17 credits]
| EDUC 320 | ELEMENTARY CURRICULUM AND METHODS I | 3 |
| | CORE A: CULTURAL EXPOSURE | 3 |
| CORE 201 | INTRODUCTION TO BUSINESS AND ENTREPRENEURSHIP | 3 |
| | General Electives | 8 |
CORE A: select one course from group
Third Year, Spring Semester [15 credits]
| CORE 132 | ESSENTIAL MATHEMATICS FOR A CONTEMPORARY WORLD II | 3 |
| EDUC 330 | ELEMENTARY CURRICULUM AND METHODS II | 3 |
| SPED 400 | PROCEDURES FOR TEACHING THE GIFTED | 3 |
| SPED 410 | ASSESSMENT IN SPECIAL EDUCATION | 3 |
| SPED 420 | INTEGRATING TECHNOLOGY IN SPECIAL EDUCATION | 3 |
CORE B: Select one course from group
Fourth Year, Fall Semester [15 credits]
| CORE 360 | THE WORLD AND ITS PEOPLES | 3 |
| SPED 311 | NATURE OF THE LEARNING DISABILED CHILDREN | 3 |
| SPED 350 | TECHNIQUES AND STRATEGIES (MODIFIED) | 3 |
| EDUC 310 | TEACHING READING IN THE ELEMENTARY SCHOOLS | 3 |
| MATH 200 | MATHEMATICS FOR ELEMENTARY TEACHERS | 3 |
Fourth Year, Spring Semester [12 credits]
| EDUC 410 | ELEMENTARY EDUCATION SEMINAR | 3 |
| SPED 480 | STUDENT TEACHING OF EXCEPTIONAL CHILDREN | 9 |
Suggested Program for Special Education, Interventionist 6-12 Majors
First Year, Fall Semester [16 credits]
CORE E:
First Year, Spring Semester [15 credits]
Second Year, Fall Semester [15 credits]
| | CORE D: NATURAL SCIENCE | 3 |
| PSY 205 | CHILD AND ADOLESCENT DEVELOPMENT | 3 |
| SPED 270 | PROFESSIONAL ASPECTS OF SPECIAL EDUCATION | 3 |
| EDUC 260 | THEORY AND PRACTICE OF TEACHING | 3 |
| SPED 360 | MANAGING INAPPROPRIATE CLASSROOM BEHAVIOR | 3 |
CORE D: select one course from group
Second Year, Spring Semester [15 credits]
CORE C: select one course from group
Third Year, Fall Semester [16 credits]
| CORE 201 | INTRODUCTION TO BUSINESS AND ENTREPRENEURSHIP | 3 |
| | CORE A: Cultural Exposure | 3-4 |
| EDUC 340 | SECONDARY CURRICULUM AND METHODS I | 3 |
| | General Elective | 7 |
CORE A: select one course from group
Third Year, Spring Semester [16 credits]
| CORE 132 | ESSENTIAL MATHEMATICS FOR A CONTEMPORARY WORLD II | 3 |
| EDUC 350 | SECONDARY CURRICULUM AND METHODS II | 3 |
| SPED 400 | PROCEDURES FOR TEACHING THE GIFTED | 3 |
| SPED 410 | ASSESSMENT IN SPECIAL EDUCATION | 3 |
| SPED 420 | INTEGRATING TECHNOLOGY IN SPECIAL EDUCATION | 3 |
CORE B: Select one course from group
Fourth Year, Fall Semester [13 credits]
| CORE 360 | THE WORLD AND ITS PEOPLES | 3 |
| SPED 311 | NATURE OF THE LEARNING DISABILED CHILDREN | 3 |
| SPED 350 | TECHNIQUES AND STRATEGIES (MODIFIED) | 3 |
| | General Elective | 7 |
Fourth Year, Spring Semester [12 credits]
| EDUC 410 | ELEMENTARY EDUCATION SEMINAR | 3 |
| SPED 480 | STUDENT TEACHING OF EXCEPTIONAL CHILDREN | 9 |
CORE Curriculum Requirements
The cafeteria style CORE curriculum will be chosen from one of the courses in each of the following groups, A - E.
GROUP A (Choose one of the following)
GROUP B (Choose one of the following)
GROUP C (Choose one of the following)
GROUP D
Choose CORE 240 or any two science courses from the list below.
GROUP E (Choose one of the following)