The Intervention Specialist Program at MVNU has been approved for K-12 IS: Mild/Moderate License by the Ohio Department of Higher Education. Qualified faculty with a depth of experience in working with pupils with disabilities will guide and assist candidates through this program.

Licensure requirements must be met in addition to the following IS curriculum. Early childhood and middle childhood licensure would satisfy most of these requirements.

Course List:

EDTC6001 Introduction to Graduate Studies 1
EDUC6012 School Leadership & Ethical Practice 2
EDUC6022 Consultation, Collaboration, & Cooperative Practice 2
EDUC6032 Multiculturalism in Education 2
EDUC6042 Application of Student Outcome Data on Instructional Practice 2
EDUC6093 Educator as Researcher 3
ISPC6103 Foundations of Special Education 3
ISPC6114 Curriculum, Instruction, & Assessment for Exceptional Learners 4
ISPC6112 Curriculum, Instruction, & Assessment for Learners with Lower-Incidence Exceptionalities 2
ISPC6123 Behavior Analysis & Learning Environments 3
ISPC6132 Individualized Educational Planning for Exceptional Learners 2
ISPC6142 Special Education Research & Writing 2
ISPC6152 Advanced Practicum 2

Course Descriptions:

Introduction to Graduate Studies: (1)

A course to introduce the graduate candidate to the MVNU learning management platform, electronic portfolio system, and library services. Candidates will complete an intensive review of APA style and format guidelines and develop skills for success in a graduate program.

School Leadership & Ethical Practice: (2)

An overview and analysis of leadership and ethical issues in public and private school practice. The course focuses on individual professional leadership roles; included are case studies detailing legal issues and moral dilemmas educators encounter in school settings.

Consultation, Collaboration, & Cooperative Practice: (2)

Theory related to appropriate consultation, collaboration, and cooperative practices will be addressed. Specific emphasis will be given to the educator’s alternating role as consultant, collaborator, and cooperative partner with various stakeholders. Consultation services and collaborative and cooperative practices related to special education, literacy services, and other educational support areas will be examined.

Multiculturalism in Education: (2)

This course provides a context for exploring variables of culture such as race, socio-economic status, gender, etc. and the affect these issues have on teaching and learning. Theories of multiculturalism and issues of equity, social justice, and diversity are explored and examined in the context of the 21st century classroom and through a Christian worldview.

Application of Student Outcome Data on Instructional Practice: (2)

Standardized testing in P-12 schools generates an enormous amount of data related to student learning. This course examines the role of data and data analysis in instructional practice, including data generated by state-mandated testing, how these tests are monitored, and their impact on a district’s AYP scoring. Candidates will examine data sources, practice data analysis and interpretation skills, and develop instructional strategies and curriculum modifications based on student learning outcomes in the context of their own school settings.

Educator as Researcher: (3)

An introduction to basic qualitative and quantitative research methods, designs, and reporting strategies. Special emphasis is given to reading and understanding educational research studies and reports. Candidates use basic applications of descriptive and inferential statistics, and/or ethnographic research skills to design action research projects for facilitating beneficial change in their classrooms or schools.

Foundations of Special Education: (3)

This course introduces foundational elements of special education as well as laws and policies governing the field. An overview of the characteristics of students with disabilities, special gifts and talents, and other special needs is provided. Special emphasis is given to the learning needs of exceptional learners at each developmental level. Other topics include individual education plans, inclusion, cultural and language backgrounds, and student diversity.

Curriculum, Instruction, & Assessment for Exceptional Learners: (4)

Candidates learn to select evidence-based instructional strategies in reading and language arts, mathematics, and content areas including science and social studies, appropriate to student needs based on assessment data. They adapt and use instructional strategies designed to meet the needs of learners with exceptional needs and gifted and talented learners through curriculum, materials, and assistive technologies. Formative and summative assessment techniques are discussed. Special attention is given to the role of culture and primary language. Candidates develop lesson plans based on specialized, evidence-based instructional practices. Candidates develop a unit plan with embedded accommodations and modifications appropriate to special populations. This course requires each candidate to work with a child in grades K-5 for a total of 15 contact hours.

Curriculum, Instruction, & Assessment for Learners with Lower-Incidence Exceptionalities: (2)

This course provides an overview of characteristics of children with lower-incidence exceptionalities, including traumatic brain injury, visual impairments/blindness, hearing impairments/deafness, other health impairments, significant developmental delays, and multiple disabilities. Service delivery models for these exceptional learners are discussed. Candidates examine instructional and assessment strategies appropriate for students in these disability categories.

Behavior Analysis & Learning Environments: (3)

Candidates will extend their assessment knowledge and skills to long-term planning (including transition planning), classroom and behavior management, and monitoring student progress and performance. Emphasis will be placed on student motivation to achieve, positive behavior support, development of appropriate social and classroom behaviors, and the use of appropriate technologies to support motivation and behavioral growth. This course requires candidates to work with a child in grades 6-12 for a total of 15 contact hours.

Individualized Educational Planning for Exceptional Learners: (2)

This course will provide candidates with an overview of the legal and historical foundations of the IEP document. Candidates will conduct an in-depth analysis of the IEP document, including the creation of measurable goals, data analysis, progress monitoring, test accommodations, and transition planning. In addition, candidates will discuss legal and ethical aspects of measurement, testing, and assessment, as well as how assessment processes are used for the identification, program planning, and placement of students with exceptional learning needs. Candidates will develop strategies for collaborative management of the IEP document, leadership and advocacy skills related to IEP meetings specifically and their role as an Intervention Specialist generally.

Special Education Research & Writing: (2)

Each candidate will design a proposal for a capstone research project to investigate a relevant problem or issue in special education. The project may take the form of a Response to Intervention action research, a published thesis, a scholarly article to be submitted for publication, or similar research endeavor subject to the approval of the course instructor. The teacher education candidate compiles and presents the results of a capstone research project that investigated a relevant problem or issue in special education. The project is evaluated in accordance with capstone criteria. Prerequisite: EDUC6093 Educator as Researcher; Co-requisite: ISPC6152 Advanced Practicum

Advanced Practicum: (2)

A capstone field experience in which candidates complete a total of 75 clock hours in a special education setting under the supervision of a licensed Intervention Specialist. The candidate’s action research project is also implemented during this practicum. Prerequisite: EDUC6093 Educator as Researcher; Co-requisite: ISPC6142 Special Education Research & Writing

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