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:
· Language Arts & Social Studies
· Language Arts & Mathematics
· Language Arts & Science
· Social Studies & Mathematics
· Social Studies & Science
· Mathematics 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.
Coursework and GPA
• 60 hours of coursework that count towards to B.S.Ed. program
• A minimum cumulative undergraduate GPA of 2.6
• 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”
• 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 a nationally normed tests in Reading, Writing and Math via the subtests on the ACT, SAT, and/or Praxis Core Academics for Educators exams. See program website for specific score requirements.
Program Learning Outcomes
Learning outcomes align with the Council for Exceptional Children standards (CEC, 2012), the Ohio Standards for the Teaching Profession (OSTP), the International Society for Technology in Education standards (ISTE), and the Ohio Preparation Requirements.
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 use multiple methods of assessment and data sources in making educational decisions.
Standard 5: Instructional Planning and Strategies
- Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 6: Professional Learning and Ethical Practice
- Beginning special education professionals use foundational knowledge of the field and their professional 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://caepnet.org/standards/2022/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