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Intervention Specialist (K-12) Course Work

This program is designed to help expand the credentials of the already-licensed teacher.  Individuals who hold a baccalaureate degree and are seeking an initial teaching license, may work with a faculty advisor to develop a program completion plan that will meet their needs.  In order to earn an initial teaching license, course work and extensive, supervised field and clinical experiences are required beyond those included in the graduate level program.  The graduate level courses may be used as part of this program, however.

Candidates begin with coursework and progress to culminating semesters that include a supervised and evaluated field practicum and a capstone research project.  Students will have the option of individualizing their final research project to better suit their own needs by selecting either the preparation of a National Board for Professional Teaching Standards portfolio or by completing an applied research project in an approved, related topic area. 

Courses will be offered in a convenient, blended format.  Students and faculty will meet both face-to-face as well as on-line. The number of meetings will vary depending on the nature of the course and the students' needs, but students should anticipate meeting at least three times per semester on campus.

Faculty teaching in the program will maintain regular office hours as well as on-line office hours so they are available should students have questions or concerns about course material.  In addition, technical assistance will be provided at convenient times for students who have technology issues.

Field Experience

Field Experiences are built into the program to insure the candidate has experiences at a variety of instructional levels and with all identified disabilities served by the Mild/Moderate licensure area.  Every effort will be made to allow candidates to complete field experiences without having to take time off from work.  This means many candidates will be completing their field experience in their employing district school buildings.  Candidate use of planning time or lunch time for field experiences will be encouraged.  For those who are unable to use this format, placement will be arranged by the field placement office at Shawnee State. 

Prior to clinical practice each candidate will be required to complete 50 clock hours of field experience in classrooms serving students with Exceptional Learner Needs.  This field experience will be spread across three semesters of coursework and must be finished prior to enrolling in the EDIS 6585 course.  In alignment with CEC guidelines, the candidate must complete field experience in special education settings serving students in the general and special curriculum. 

Clinical Practice

Candidates will complete the requirements of clinical practice during the EDIS 6585 course at the end of the program.  For candidates who serve students with exceptional learner needs in their classrooms, the experience may be completed in their work setting.  For those who are not serving candidates with exceptional learner needs, a field placement will be arranged for the candidate to complete the requirements in a classroom serving exceptional learner needs. 

Reading Requirements

Ohio requires all teacher candidates who intend to become licensed in the Intervention Specialist area to complete 12 semester hours in Reading Instruction.  Candidates who hold licensure in Middle or Early childhood will have met the Ohio 12 semester hour Reading Core requirement for Intervention Specialist licensure, as these licensure areas also require the 12 semester hour reading core for licensure.   For those candidates who have not met the reading core requirement, the necessary reading course work may be completed during the summer semesters. 

Candidates licensed in Adolescent to Young Adult area (i.e. Math or Language Arts) or Multi-age Art would be required to complete the additional reading core hours to gain licensure.  Each of these licensure programs is required in Ohio to have a 3 semester hour Reading in the Content Area course built into their licensure preparation program.  Candidates with these licensure areas would enter the program with 3 of the 12 required Reading Core hours completed.  The additional 9 semester hours of coursework (EDRE 2202, EDRE 2204 & ENGL 3300), could be completed during the summer semesters.   

Teacher Education Assistance for College and Higher Education (TEACH) Grant

The new Teacher Education Assistance for College and Higher Education (TEACH) Grant Program provides up to $4,000 per year in grants for graduate and undergraduate students who intend to teach full-time in high-need subject areas at schools that serve low-income families for at least four academic years within eight years.  Intervention Specialist is a high-need subject area.  If you are interested in applying for this grant click here and scroll down the page.

Core Courses

EDUC 5501 Cognitive and Motivational Theories in the Classroom
EDUC 5502 Technology Integraion for Learning
EDUC 5503 Philosophy of Education
EDUC 5504 Educational Data Analysis
EDUC 5505 Educational Research

Capstone Courses

EDUC 5506 Capstone Seminar
EDUC 5508 Capstone Project

Curriculum and Instruction Strand

EDCI 6250 Nature/Needs of Students with Mild to Moderate Disabilities in a Diverse Society
EDCI 6252 Accommodations and Technologies to Meet Needs of Students with Mild to Moderate Disabilities
EDCI 6283 Collaboration and Transition Models for Diverse Families, Schools and Community
EDCI 6311 Assessment and Instructional Planning for Individuals with Mild to Moderate Disabilities
EDCI 6314 Classroom Management and Behavior Interventions
EDCI 6425 Curriculum and Instruction for K-12 Children with Exceptional Needs
EDCI 6585 Instructional Strategies Field Practicum

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Contact Information

Penny Merritt, B.I.S.

Graduate Program Representative

(740) 351-3177

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