Curriculum

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.

Course List:

Course NameCredit Hours
EDT6010 Professional Practices in Research & Technology0.5
PEL6003 History and Philosophy of Education3
PEL6013 Technology for Educators3
PEL6053 Educational Psychology3
PEL6002 Field Experience I3
PEL6073 Classroom Management3
PEL6023 Effective Teaching Methods3
ISP6003 Inclusion and Exceptional Teaching: PK-123
ISP6012 Developmental Characteristics and Individual Learning Differences: PK-122
ISP6062 Individualized Instructional Strategies Field Experience2
ISP6023 Individualized Instructional Strategies: Reading and Language3
ISP6013 Individualized Instructional Strategies: Mathematics3
ISP6022 Individualized Instructional Strategies: Content Areas2
ISP6032 Extended Field Experience for Exceptional Learners2
ISP6082 Diagnostic Assessment Strategies for Exceptional Learners2
PEL6032 Action Research2
ISP6043 Behavioral Assessment and Classroom Management3
ISP6052 Consultation and Collaboration for the Inclusion of Exceptional Learners2
ISP6072 Current Issues in Professional and Ethical Practice2
PEL6099 Student Teaching9
PEL6091 Student Teaching Seminar1
PEL6193 Content Area Reading3
ISP6102 Seminar in Professional Practice2

Course Descriptions

EDT6010
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.

PEL6003
History and Philosophy of Education (3)

An overview of the social, historical and philosophical foundations of education with an emphasis on current moral, social and political issues. Research reading and writing are undertaken to increase skills in writing an acceptable academic paper. Special emphasis is given to Americaís very diverse student, teacher, and classroom required to meet the need.

PEL6013
Technology for Educators (3)

Provides practical technology integration concepts using productivity tools, multimedia tools, and emerging technologies. Addresses the International Society for Technology in Education (ISTE) standards for teachers and students. Prerequisite: Must demonstrate basic computer literacy, as taught in EDT6010. See Professional Educatorís License (PEL) program coordinator for additional details.

PEL6053
Educational Psychology (3)

A review of the rationale and instructional procedures for educating exceptional children in the regular classroom. Topics include: education and learning in the new millennium; controversies in psychology; the diversity of society and its implications for education; testing, grouping, and teaching; the impact of technology; and growing up safe.

PEL6002
Field Experience I (2)

Observation and supervised field experience designed to give students opportunities to develop and in a school at the level and subject area of the anticipated license. Seventy-five clock hours will be required.Observation and supervised field experience in a public or private school at the level and in the subject area of the anticipated license. Students will develop and teach lessons under the supervision of a cooperating teacher and MVNU supervisor. Seventy-five clock hours are required.

PEL6073
Classroom Management (3)

A survey of theories and research that focus on the types of classroom conditions and student behaviors that contribute to productive learning environments. Research issues such as controlling variables in the classroom that cause behavior is reviewed.

PEL6023
Effective Teaching Methods (3)

A study of methods employed to assist students to improve learning and to enhance the teacherís ability to challenge the diverse student populations found in classrooms. Students are introduced to research issues regarding the use of methods that have a solid foundation in the literature. Special emphasis is given to what research says about classroom instruction.

ISP6003
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.

ISP6012
Developmental Characteristics and Individual Learning Differences: PK-12 (2)

This course reviews developmental characteristics of human beings and the interaction of development and exceptionalities. Special emphasis will be given to the learning needs of exceptional learners at each developmental level. Prerequisite: Admission to the Teacher Education Program.

ISP6062
Individualized Instructional Strategies: Field Experience (2)

Students use instructional strategies, curriculum, and materials designed to meet the needs of exceptional learners in an actual school setting. Prerequisite: ISP6012. Co-requisites: ISP6013, ISP6022 and ISP6023.

ISP6023
Individualized Instructional Strategies: Reading and Language (3)

Students learn to select research-based instructional strategies in reading and language arts for exceptional learners. They adapt and use specialized instructional strategies, curriculum, materials, and assistive technologies. Special attention is given to the role of culture and primary language. Candidates develop differentiated lesson plans based on specialized, evidence-based instructional practices. Prerequisite: ISP6012.

ISP6013
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: ISP6012.

ISP6022
Individualized Instructional Strategies: Content Areas (2)

Students learn to select evidence-based instructional strategies in content areas including science and social studies. They adapt and use instructional strategies designed to meet the needs of learners with exceptional needs through curriculum, materials, and assistive technologies. 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. Prerequisite: ISP6012.

ISP6032
Extended Field Experience for Exceptional Learners (2)

Students apply assessment and management knowledge gained in ISP6082 and ISP6043 to build skills in serving exceptional learners. Prerequisite: ISP6012. Co-requisite: ISP6082.

ISP6082
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 districtís 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.

PEL6032
Action Research (2)

An introductory study of basic qualitative and quantitative research methods, designs, and reporting strategies. Special emphasis is given to action research and value added assessment, including methods of interpreting data aligned with value-added progress dimension.

ISP6043
Behavioral Assessment and Classroom Management (3)

Students 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. Prerequisites: ISP6012 and ISP6082. Co-requisite: ISP6032.

ISP6052
Consultation and Collaboration for the Inclusion of Exceptional Learners (2)

Students develop knowledge and skills in working with colleagues to ensure the inclusion of Exceptional Learners in diverse and regular learning environments. Crisis intervention and team support are emphasized. Students gain in-depth knowledge of special education law and policies related to inclusion. Prerequisites: ISP6003 and ISP6043.

ISP6072
Current Issues in Professional 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.

PEL6099
Student Teaching (9)

A full-time student teaching assignment for twelve weeks.

PEL6091
Student Teaching Seminar (1)

A seminar addressing issues of inquiry, research, school law, educational policy, professional ethics; as well as orienting students to the responsibilities, structure, and activities of the profession. Co-requisite: PEL6099.

PEL6193
Content Area Reading (3)

A study of developmental reading as an instructional approach designed to teach systematically the basic skills and competencies needed for effective reading in conventional materials and nonfiction trade books. Emphasis is given to developing and extending reading skills common to all or unique to various content areas.

ISP6102
Seminar in Professional Practice (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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