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 Descriptions

Introduces the professional educator’s license (PEL) student to the tablet computer, basic computer competencies, as well as MVNU specific web applications.

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 America’s very diverse student, teacher, and classroom required to meet the need.

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 EDU0010. See Professional Educator’s License (PEL) program coordinator for additional details.

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.

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.

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.

A study of methods employed to assist students to improve learning and to enhance the teacher’s 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.

This course introduces foundational elements of special education as well as a study of teaching exceptional learners in the general curriculum. Cultural as well as language and backgrounds will be considered in instructional planning. Prerequisite: Admission to the Teacher Education Program.

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.

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.

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.

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.

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.

Students apply assessment and management knowledge gained in ISP6033 and ISP6043 to build skills in serving exceptional learners. Prerequisite: ISP6012. Co-requisite: ISP6033.

Students learn to use the results of a variety of standardized, criterion-referenced, authentic and informal assessment strategies to develop data upon which to write an Individualized Educational Program (IEP) for exceptional learners. They also learn to develop and use effective authentic and criterion-referenced assessment tools for monitoring and reporting academic and behavioral progress. Prerequisite: ISP6012. Co-requisite: ISP6032.

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.

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 ISP6033. Co-requisite: ISP6032.

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: ISP6002 and ISP6043.

The broad array of professional and ethical practice related to Exceptional Learners will be addressed. Students will formulate a professional standards and ethical practice statement for their career. Prerequisite: ISP6012.

A full-time student teaching assignment for twelve weeks.

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.

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.