The Intervention Specialist program leads to the Bachelor of Science in Education degree with licensure in Intervention Specialist: Mild/Moderate Needs (K-12). Teacher candidates also choose two content concentration areas from Language Arts, Mathematics, Social Studies, and Science. The degree program is designed so that candidates complete general education and content courses as freshmen and sophomores and begin the IS program as juniors as members of a cohort group. The cohort portion of the program consists of three semesters of integrated coursework and field experiences and one semester of student teaching. Specific courses have been included to ensure that candidates develop theoretical and practical knowledge in humanities, mathematics and technology, social sciences, biological and physical sciences, and the arts. Included also are the courses that incorporate multi-cultural and global perspectives in the general education requirements. Candidates likewise take courses that prepare them to work with individuals who are diagnosed with high-incidence disabilities (such as Specific Learning Disabilities, ADHD, Autism, Mild Intellectual and Physical Disabilities, and Emotional/Behavioral Disorders). Persons pursuing a teacher licensure program are also required to complete the Ohio Department of Education prescribed exams for their intended area of licensure.
Licensure and certification requirements vary from state to state, and we have not determined if this program meets educational requirements outside of Ohio. If you are planning to pursue professional licensure or certification in a state other than Ohio, please contact the appropriate licensing entity in that state to seek information and guidance regarding that state’s licensure or certification requirements.
- Cumulative minimum GPA of 2.75
- Grade of “C” or better in ED 2100, ED 2600, ED 2650, ED 2700, ED 2750, and ED 2800
- Successful completion of at least 60 credit hours of coursework of the Intervention Specialist program-completion of WSU Core and ED/EDS pre-requisite courses.
- One of the following Reading scores:
- ACT Reading score of 22 or better
- SAT Evidence-Based Reading and Writing score of 543 or better
- ETS Praxis Core Reading score of 168 or better
- One of the following Math scores:
- ACT Math score of 22 or better
- SAT Math score of 533 or better
- ETS Praxis Core Math score of 162 or better
- One of the following Writing scores (effective Fall 2021):
- ACT Writing score of 6 or better
- SAT Essay-Writing Dimension score of 5 or better
- ETS Praxis Core Writing score of 165 or better
Meet Expectations on the Dispositional Assessment: Candidate Disposition Inventory (CDI) from ED 2750
Alignment with Council for Exceptional Children Standards
- Standard 1: Learner Development and Individual Learning Differences: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
- Standard 2: Learning Environments: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
- Standard 3: Curricular Content Knowledge: Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
- Standard 4: Assessment: Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.
- Standard 5: Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of individuals with exceptionalities.
- Standard 6: Professional Learning and Ethical Practice: Beginning special education professionals use foundational knowledge of the field and their Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
- Standard 7: Collaboration: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
Council for the Accreditation of Educator Preparation Accreditation Standards: http://www.caepnet.org/standards/introduction
Ohio Standards for the Teaching Profession (OSTP): http://education.ohio.gov/getattachment/Topics/Teaching/Educator-Equity/Ohio-s-Educator-Standards/TeachingProfessionStandards.pdf.aspx?lang=en-US
State of Ohio Learning Standards: http://education.ohio.gov/Topics/Learning-in-Ohio/OLS-Graphic-Sections/Learning-Standards