The Intervention Specialist Program at MVNU has been approved for IS: Mild/Moderate License by the Ohio Department of 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.
|EDTC6010||Professional Practices in Research & Technology||.5|
|ISPC6003||Inclusion & Exceptional Teaching||3|
|ISPC6013||Individualized Instructional Strategies: Mathematics||3|
|ISPC6062||Strategies Field Experience||2|
|ISPC6023||Reading & Language||3|
|ISPC6022||Individualized Instructional Strategies: Content Areas||2|
|ISPC6032||Exceptional Learner Field Experience||2|
|ISPC6082||Diagnostic Assessment Strategies||2|
|ISPC6093||Special Education Research & Writing||3|
|ISPC6043||Behavioral Analysis and Classroom Management||3|
|ISPC6052||Consultation & Collaboration Except. Learning||2|
|ISPC6072||Current Issues in Prof. & Ethics Practice||2|
|ISPC6091||Special Education Research & Writing||1|
|ISPC6102||Seminar in Professional Practices||2|
Inclusion and Exceptional Teaching: K-12 (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 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.EDTC6010
Professional Practices in Research & Technology: (.5)
This course serves as an introduction to technology requirements for graduate education students. Topics covered include MS Office suite proficiency, APA formatting, scholarly writing, electronic library research, and other core MVNU technologies.ISPC6012
Developmental Characteristics and Individual Learning Differences: PK-12 (2)
An examination of developmental characteristics of human beings and the interaction of development and exceptionalities. Special emphasis is given to the learning needs of exceptional learners at each development. Prerequisite: Admission to the Teacher Education Program, or special permission.ISPC6013
Individualized Instructional Strategies: Mathematics (3)
Students learn to select evidence-based instructional strategies in mathematics for learners with exceptional needs. Candidates will develop lesson plans based on specialized, evidence-based instructional practices. Prerequisite: ISPC6012.ISPC6062
Individualized Instructional Strategies Field Experience (2)
A field experience (30 clock hours) in which students adapt and use instructional strategies designed for exceptional learning needs curriculum and materials. Prerequisite: ISPC6012. Corequisite: ISPC6022 or ISPC6023.ISPC6022
Individualized Instructional Strategies: Content Areas (2)
A study of selected research-based instructional strategies in mathematics and other content areas for exceptional learners. As teachers, they adapt and use instructional strategies designed for exceptional learning needs curriculum and materials. Prerequisite: ISPC6012.ISPC6023
Individualized Instructional Strategies: Reading and Language (3)
A study of selected research-based instructional strategies in reading and language for exceptional learners. As teachers, they adapt and use instructional strategies designed for exceptional learning needs curriculum and materials. Prerequisite: ISPC6012.ISPC6032
Extended Field Experience for Exceptional Learners (2)
A field experience (60 clock hours) in which students apply assessment and management knowledge to build skills in serving exceptional learners. Prerequisite: ISPC6012. Corequisites: ISPC6082 and ISPC6042.ISPC6082
Diagnostic Assessment Strategies for Exceptional Learners (2)
This course will introduce candidates to state assessments like the OAA and OASWD, provide explanation of how these tests are monitored and recorded and their impact on a district’s AYP scoring. Candidates will learn to determine pupil needs and present levels of performance based on assessment information. 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.ISPC6043
Behavioral Analysis and Classroom Management (3)
A study of single subject design techniques to analyze and track student behavior. Written reports documenting various designs is required. Prerequisite: ISPC6042.ISPC6052
Consultation and Collaboration for the Inclusion of Exceptional Learners (2)
An examination of knowledge and skills in working with colleges to ensure the inclusion of exceptional learners in diverse and regular learning environments. Special emphasis is given to intervention, team support, special education laws, and policies related to inclusion.ISPC6064
Advanced Practicum (4)
This is a full-time four-week experience in which the graduate education candidate assumes the various teaching responsibilities of an intervention specialist under the supervision of a licensed intervention specialist. The candidate’s action research project is also implemented during this practicum. Prerequisite: ISPC6003.ISPC6072
Current Issues in Professional Education and Ethical Practice (2)
The broad array of professional and ethical practice related to exceptional learners will be addressed. Students will finalize a portfolio of artifacts created over the course of the program to demonstrate mastery of the Council for Exceptional Children standards.ISPC6093 Part I
Special Education Research and Writing I (3)
This course is an introduction to basic methods and design of quantitative and qualitative research in education. The objectives of the course are to prepare candidates to conduct action research in schools, providing a structure for systematically finding answers to questions that arise from practice. Candidates learn techniques to identify problems to investigate, selection of appropriate research methods, collecting and analyzing data, and ways to draw conclusions from the results. 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.ISPC6091 Part II
Special Education Research and Writing (1)
A research project in which the student designs, implements, collects and analyzes data, evaluates, and reports on an assessment or instructional project for exceptional learners. Research projects require advisor and a faculty committee approval. Corequisite: ISPC6043.ISPC6102
Special Education Research and Writing (2)
A seminar addressing practical issues in the field such as writing IEPs, facilitating IEP meetings, transition planning, support agency collaboration, working with support personnel, and other relevant topics. In addition, the seminar will orient students to the responsibilities, structure, and activities of the profession.
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