2026-2027 Academic DRAFT Catalog

May 01, 2026

2026-2027 Academic DRAFT Catalog [ARCHIVED CATALOG]

Intervention Specialist Undergraduate Licensure (INTSPEC-LIC)

Program Description

Licensure in Intervention Specialist: Mild/Moderate Needs (K-12). Teacher candidates complete Language Arts & Mathematics content areas.

The licensure 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 culminating in full time 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 and Workforce prescribed exams for their intended area of licensure.

Licensure and certification requirements vary from state to state, and although Ohio does have reciprocity with other states, candidates should check the 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.

Admission Requirements

Coursework and GPA

• 60 credit hours of coursework that count towards to B.S.Ed. program

• A minimum cumulative undergraduate GPA of 2.60

• Grade of “C” or better in all completed Concentration Area courses

• ED 2100, ED 2600, ED 2700, ED 2800, and EDS 2900 - all with a grade of “C” or better

• ED 2650 with a grade of “P”

Dispositional Assessment

• Candidates must receive ratings of 3 or higher on all components of the Candidate Disposition Inventory (CDI) from ED 2650.

Foundational Skills Competency

Demonstration of competency on nationally normed tests in Reading, Writing and Math via the subtests on the ACT, SAT, and/or Praxis Core Academics for Educators exams. See the program website for specific score requirements.

Program Learning Objectives

Students enrolled in this program will:

Apply understanding of ethical and legal practice, advocate for individuals with exceptionalities, and engage in continuous professional learning and reflection to improve their teaching effectiveness and student outcomes. (CEC 1; OSTP 7)
Apply knowledge of human development, diversity, and disability to design inclusive learning environments that respect and respond to the cultural, linguistic, social, emotional, and developmental needs of all learners. (CEC 2; OSTP 1, 5)
Adapt general and specialized content and curriculum materials so that learners with disabilities can access, engage in, and master challenging academic standards and individualized goals. (CEC 3; OSTP 2, 4)
Administer a variety of valid, reliable assessments to identify learner strengths and needs, monitor progress, and make data-driven decisions that guide instructional planning, interventions, and program evaluation. (CEC 4; OSTP 3, 4)
Plan and deliver instruction using evidence-based, differentiated, and scaffolded strategies that promote engagement, independence, and achievement for learners with disabilities. (CEC 5; OSTP 1, 4)
Implement preventive and responsive practices, including positive behavioral supports and social-emotional learning strategies, to foster self-regulation, positive behavior, and a safe, respectful classroom climate. (CEC 6; OSTP 1, 5)
Collaborate and communicate effectively with families, colleagues, paraprofessionals, allied professionals, and community partners to ensure coordinated and culturally responsive support for learners with disabilities. (CEC 7; OSTP 6, 5)
Evaluate the impact of their instruction on the academic, behavioral, and social-emotional growth of students with disabilities through reflective practice, assessment of outcomes, and continual instructional improvement. (CEC Comprehensive; OSTP 3, 4, 7)

Program Learning Outcomes

Learning outcomes align with the Council for Exceptional Children standards (CEC, 2020), the Ohio Standards for the Teaching Profession (OSTP), the International Society for Technology in Education standards (ISTE), the Ohio 12-hour Reading Core Standards, the International Dyslexia Association Standards, and Ohio Preparation Requirements.

As a result of their learning experience, students successfully completing this program can [aligned with OSTP (2005)]:

Understand student learning and development and respect the diversity of the students they teach. (Learner Development)
Understand the content area for which they have instructional responsibility. (Content Knowledge)
Understand and use a variety of assessments to inform instruction, evaluate and ensure student learning. (Learning Differences)
Plan and deliver effective instruction that advances the learning of each individual student. (Instructional Strategies)
Create learning environments that promote high levels of learning and achievement for all students. (Learning Environments)
Collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. (Professional Learning and Ethical Practice)
Assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. (Leadership and Collaboration)

State Authorization Reciprocity Agreements (NC-SARA)

This program prepares students to be eligible to apply for a professional license to practice in the state of Ohio. Students planning to work in other states or countries should contact the relevant state licensing board in the state where you plan to work before beginning the program. SARA does not provide reciprocity for state professional licensure requirements. Academic programs and the program graduate must meet standards set by the licensing board in a state in order for the graduate to be eligible for a license in that state.

For More Information

Program Requirements

I. Wright State Core: 39 Credit Hours

As a part of the requirements for a bachelor’s degree at Wright State University, all students must complete the Wright State Core, a general education curriculum. Most programs require 36 hours in the Core, some programs may require additional hours.

Specific Core classes in some of the Elements may be required by some majors. When this occurs, the specific Core courses required will be listed below. In Elements where a specific course is not required, students can choose any course from the Wright State Core Program Requirements.

First Year Seminar: 3 credit hours

All students must successfully complete a First-Year Seminar during their first year. Transfer students who transfer 24 or more credit hours (post high school graduation) are exempt from this requirement and will need to satisfy three additional credit hours in the Additional Core Courses category.

UVC 1025 - US Civic Literacy Credit Hour(s): 3

Element A - English Composition: 6 Credit Hours

First-Year Writing Course (3 credit hours)

All students must successfully complete ENG 1100.  Based on Writing Placement level, some students may be required to enroll in a corequisite course (DEV 0100). 
ENG 1100 - Academic Writing and Reading Credit Hour(s): 3
Second-Year Writing Course (3 credit hours)
ENG 2100 - Research Writing and Argumentation Credit Hour(s): 3

Element B - Mathematics, Statistics, and Logic: 4 Credit Hours

Students will complete the course listed below. Based on Math Placement Level, students may need additional prerequisite or corequisite coursework in mathematics prior to enrollment in the required course below.

MTH 2415 - Elementary Mathematics Concepts for Educators 1 Credit Hour(s): 4

Element C - Arts and Humanities: 6 Credit Hours

Students will select two Arts and Humanities courses, with different course prefixes from the approved Wright State Core Program Requirements. One course must fulfill the History requirement.

History Requirement (3 credit hours)

Choose 1 course from the list below:
HST 1100 - Western Civilizations to 1500 Credit Hour(s): 3
HST 1200 - The West and the World since 1500 Credit Hour(s): 3
Arts and Humanities Course (3 credit hours)

Choose an additional Arts and Humanities course (a different prefix from what is chosen above) from the approved Wright State Core Program Requirements.

Element D - Social and Behavioral Sciences: 6 Credit Hours

Choose from the approved WSU Core list.

Select any with a different prefix from the approved list.

ED 2600 - Introduction to Education Credit Hour(s): 3

Element E - Natural Sciences: 8 Credit Hours

Students will select two Natural Science courses, from the approved Wright State Core Program Requirements.

Recommend BIO 3450 and EES 3450.

BIO 3450 - Concepts in Life Science I for Educators Credit Hour(s): 4
EES 3450 - Concepts in Earth Science I for Educators Credit Hour(s): 4

Additional Core Courses: 6 Credit Hours

Students will select from Elements A-E from the approved Wright State Core Program Requirements to reach the 36 minimum hours required in the Core. Unless specified by the student’s major, these are selected by the student. When a major has required courses in this area, the specific Core course(s) required will be listed below.

ED 2100 - Education in a Democracy Credit Hour(s): 3
ED 2700 - Introduction to Educational Psychology Credit Hour(s): 3

II. Pre-Professional Core: 10 Credit Hours

ED 2800 - Cultural Humility for Working with Youth Credit Hour(s): 3
EDS 2900 - Individuals with Exceptionalities Credit Hour(s): 3
MTH 2435 - Elementary Mathematics Concepts for Educators 2 Credit Hour(s): 4

III. Content Concentration Areas: 22 Credit Hours

Students will complete both the Language Arts and Mathematics content concentration courses listed below.

Language Arts Concentration: 12 Credit Hours

Complete ENG 4770, ED 3700, and choose any two ENG 3000-4000 level courses

ED 3700 - Communication Arts for Educators Credit Hour(s): 3
ENG 4770 - ESL in the Pre-K-12 Classroom Credit Hour(s): 3
Choose any TWO ENG 3000-4000 level courses

*NOTE Recommendation List: ENG 3400 Studies in African Literature; ENG 3520 Writing Processes in ILA; ENG 3530 Young Adult Literature; ENG 3560 Writing Workshop Credits / Units: 6
ENG 3400 - Studies in African Literature Credit Hour(s): 3
ENG 3520 - Writing Pedagogy for Integrated Language Arts Credit Hour(s): 3
ENG 3530 - Young Adult Literature Credit Hour(s): 3
ENG 3560 - Writing Workshop Credit Hour(s): 3

Mathematics Concentration: 10 Credit Hours

Complete MTH 3430, MTH 3450, and choose one additional math methods course from the list of options (EED 4200 Math Methods for EED OR ED 4370 Math Methods for MCE)

MTH 3430 - Algebra and Functions for Educators Credit Hour(s): 4
MTH 3450 - Geometry for Educators Credit Hour(s): 3
Choose one from the list below: EED 4200 Math Methods for EED OR ED 4370 Math Methods for MCE
ED 4370 - Mathematics Methods for Middle Childhood Education Credit Hour(s): 3
EED 4200 - Mathematics Methods P-5 Credit Hour(s): 3

IV. Reading Core: 12 Credit Hours

ED 4062 - Literacy Foundations and Assessment Credit Hour(s): 3
ED 4064 - Phonological Awareness, Phonics, and Word Study Credit Hour(s): 3
ED 4262 - Content Literacy, Comprehension, and Vocabulary Credit Hour(s): 3
ED 4264 - Writing Composition and Instruction Credit Hour(s): 3

V. Professional Core: 24 Credit Hours

EDS 4510 - Foundations of Special Education Credit Hour(s): 3
EDS 4570 - Instructional and Behavior Management for Intervention Specialist Credit Hour(s): 3
EDS 4590 - Assessment for Intervention Specialist Credit Hour(s): 3
EDS 4610 - Intervention Specialists Methods: Mild to Moderate Credit Hour(s): 3
EDS 4650 - Transitions of Students with Exceptionalities Credit Hour(s): 3
EDS 4670 - Collaboration for Inclusion Credit Hour(s): 3
EDS 4690 - Clinical Practice in Remediation for Intervention Specialist Credit Hour(s): 3
EDS 4990 - Professional Seminar: Intervention Specialist Credit Hour(s): 3

VI. Field Experience: 12 Credit Hours

ED 2650 - Early Field Experience: Introduction to the Education Profession Part 1 Credit Hour(s): 1
ED 2750 - Early Field Experience: Introduction to the Education Profession Part 2 Credit Hour(s): 1
EDS 4720 - Intervention Specialist Internship Part I Credit Hour(s): 1
EDS 4730 - Intervention Specialist Internship Part II: Student Teaching Credit Hour(s): 9

VII. General Electives: 1 Credit Hours

Students must earn a minimum of 120 credit hours for a baccalaureate degree. If the total number of credit hours in the WSU Core (general education program) and the major requirements do not total at least 120 credits, students will choose additional courses (general electives) to meet the minimum required 120 credit hours. Students may choose from any undergraduate course in the Academic Catalog for which they meet the course prerequisites and for which they do not already have earned credit.

Total Credits: 120 Hours

Graduation Planning Strategy

A Graduation Planning Strategy (GPS), also known as a four-year guide, is an academic tool showing one example of how a program can be completed in a certain amount of time. All Wright State undergraduate majors can be completed in four years with careful planning. Some programs may require summer coursework. Time to degree is dependent on many factors including student placement in mathematics and writing courses, CCP and AP coursework, transfer coursework, and other variables.

This GPS is valid for this year’s Academic Catalog only and is subject to change. This GPS is a recommendation only and your actual program may vary. Students should consult with their academic advisor on a regular basis and create a personalized plan to degree completion.