M.Ed. Special Education: Intervention Specialist – Mild to Moderate (EDS) K-12

The Mild to Moderate Intervention Specialist license qualifies you to work with students who have challenging behavioral, emotional, and academic learning needs, and disability categories such as Specific Learning Disabilities, Intellectual Disabilities, Asperger Syndrome, and Emotional or Behavioral Disorders. Mild to Moderate Intervention Specialists have abundant future employment opportunities in K-12 schools, county programs, and private facilities.

In addition, students who complete the Mild to Moderate Intervention Specialist program at Antioch University Midwest will be able to add the Moderate to Intensive Intervention Specialist as an additional teaching field by completing three additional courses.

What is Special Education?

Special Education refers to specialized instruction and services for students with unique learning needs. Special educators are teachers who work collaboratively with families to develop Individualized Education Programs, provide tailored instructional support to students and general education teachers, and use explicit instructional strategies to assist students in acquiring necessary academic and life skills. Special Education is a broad field that serves students with a variety of learning, behavioral, physical, and emotional needs.

What is an Intervention Specialist?

An Intervention Specialist is a current term for a Special Educator or Special Education teacher. This term more adequately represents the roles and responsibilities of a teacher who works predominantly with students who have special needs. Providing intervention through specialized teaching or behavioral strategies, accommodating or modifying curriculum to support student learning, and working as an expert in differentiated instruction are all examples of what a special education teacher would do in a school setting.

 

Degree Requirements

To qualify for the mild to moderate intervention specialist Ohio Resident Educator License, candidates must have met the general education requirements and 46 semester-credits in the professional program as follows (includes the Ohio professional license reading courses):

  • EDS5000 Introduction to the Teaching Profession (2 cr)
  • EDS5100 Foundations of Education (3 cr)
  • EDS5200 Context of Special Education and Developmental Learning Theory (4cr)
  • EDS5300 Planning and Assessment for Student Learning (6 cr)
  • EDS5400 Learning Environments and Social Interactions (4 cr)
  • EDS5500 Integrated Methods for Special Education (4 cr)
  • EDS5800 Clinical I – Internship (1 cr)
  • EDS6000 Clinical II – Student Teaching (10 cr)
  • RLE5150 Foundations for Reading Instruction (3 cr)
  • RLE5250 Phonics (3 cr)
  • RLE5350 Reading Assessment (3 cr)
  • RLE5450 Content Literacy (3 cr)

Please note: Candidates can complete the entire EDS program and then add the EDS/Moderate to Intensive as a second teaching field by taking 9 additional credits.

EDS5000 Introduction to the Teaching Profession (2 cr)
This course introduces candidates to the teaching profession with particular emphasis on the use of inquiry in the classroom, the teacher performance assessment, and professional codes of conduct.  
EDS5100 Foundations of Education (3 cr)
Candidates begin to formulate their own ideas on historical and contemporary issues of education, including the purpose of schooling; equity in the curriculum; teaching standards; and the definition of student learning and knowledge. Candidates develop an understanding of the variety of meanings ascribed to the term curriculum and the role teachers play as curriculum planners in the creation of democratic schools.
EDS5200 Context of Special Education and Developmental Learning Theory (4cr)
This course examines the major theories and research findings in all areas of human development and learning for typical and atypical children with an emphasis on cognitive, psychosocial, and physical development. In addition, candidates will explore issues related to definition and identification of individuals with exceptional learning needs, etiology and diagnosis, and effects exceptional conditions can have on an individual’s life.
EDS5300 Planning and Assessment for Student Learning (6 cr)
Candidates begin their development as reflective practitioners through the study of the art and science of teaching. Topics include: examination of curriculum models, implementation and differentiation instructional strategies, lesson and unit design and delivery, the integration of technology, the role of local, state, and federal guidelines. Candidates become familiar with a variety of types of formative and summative assessments from classroom based, teacher created tests, to state-mandated and high stakes standardized tests. Candidates examine in depth types of assessments, characteristics of assessments, uses of assessments, in addition to having a clear understanding of measurement theory, assessment-related issues and interpreting and communicating results of assessments. In addition, candidates will discuss the role of assessment in eligibility, program, and placement decisions for individuals with exceptional needs.
EDS5400 Learning Environments and Social Interactions (4 cr)
Candidates are provided multiple opportunities to explore methods that can be used to create learning environments that are healthy, respectful supportive, and challenging. Emphasis is on building a collaborative approach to promote content area learning and student engagement.
EDS5500 Integrated Methods for Special Education (4 cr)
This course is designed to help candidates develop skill in selecting, integrating and translating knowledge and methodology from multiple content areas into appropriate instruction and assessment. Candidates examine, design, and practice integration of content in relationship to academic standards and real life experiences.
EDS5800 Clinical I - Internship (1 cr)
Clinical I experience is an internship conducted in the same classroom where teacher candidates will complete their student teaching. During Clinical I, teacher candidates are expected to build rapport with students, develop a professional, mentor- mentee relationship with their cooperating teacher, and begin to actively assimilate into the culture of the school.
EDS6000 Clinical II – Student Teaching (10 cr)
Clinical I experience is an internship conducted in the same classroom where teacher candidates will complete their student teaching. During Clinical I, teacher candidates are expected to build rapport with students, develop a professional, mentor- mentee relationship with their cooperating teacher, and begin to actively assimilate into the culture of the school.
RLE5150 Foundations for Reading Instruction (3 cr)
This course will focus on major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading and writing connections in grades K-12.
RLE5250 Phonics (3 cr)
The focus in this course is on the use of the essentials of phonics in the context of reading, spelling, and linguistics: Phonemic and morphemic systems of language as well as the graphophonemic, syntactic, and semantic cueing systems. This information will be understood as it relates to the age appropriate language processes of reading, writing, talking, and viewing/listening. Candidates will gain an historical perspective on the teaching of phonics through an overview of learning and reading theory. The role of language acquisition, language deficiencies/delays, culture, and dialect differences as they relate to phonics will be studied, as well as the role of phonics in spelling, word recognition, and decoding. Candidates will learn the terminology of language structures and develop an understanding of language elements and skills (listening, speaking, writing, and reading). Candidates will view phonics as one kind of aid in identifying words. Diverse methods for teaching sound/symbol relationships, word recognition, vocabulary, syntax, and comprehension will be taught and practiced.
RLE5350 Reading Assessment (3 cr)
The principles of assessment and instruction of struggling readers is introduced in this course, as well as formal and informal methods used to identify reading strengths and weaknesses of students. All components of the reading process will be assessed, including decoding, comprehension, word recognition, and fluency. The main emphasis is diagnosis of reading problems, administration of assessments, evaluation/ analysis/interpretation of results, and planning instructional interventions to remediate reading difficulties.
RLE5450 Content Literacy (3 cr)
This course is designed to provide candidates of all subject areas with the knowledge and skills to integrate the language processes, especially reading and writing, into their instruction. The goal of this course is to promote candidates understanding of the strategies that can be utilized to facilitate a learner’s content within a specific course using both narrative and expository text. Candidates will explore the influences on student’s content area reading development, and the effective assessment of content area reading for gauging student progress and informing instruction.